2. TRANSITION: Transition is understood to be the action and effect of moving from one way of being to another very different one. Transition in the educational setting is presented as a possible critical point that must be addressed because of its physiological, psychological and academic repercussion in students.

3. CENDI is the first school system institution that the child attends, thus the importance of an adequate adjustment process. Within the educational process, the adjustment to CENDI represents the first step of a very important stage in the child’s education and its correct and planned organization will enable, to a great extent, the child’s adequate involvement in education, at CENDI and in the following stages. CENDI is the first school system institution that the child attends, thus the importance of an adequate adjustment process. Within the educational process, the adjustment to CENDI represents the first step of a very important stage in the child’s education and its correct and planned organization will enable, to a great extent, the child’s adequate involvement in education, at CENDI and in the following stages.

4. CENDI’S TRANSITION PROCESS ROOMROOM TO ROOM CENDICENDI PRIMARY SCHOOL

5. CENDI’S ADJUSTMENT PROGRAM

6. CENDI’s ADJUSTMENT PROGRAM The ADJUSTMENT PROCESS starts from the moment the child goes into CENDI up to his/her full incorporation to the institution’s life and activities. During the adjustment period, the child may experience psychological, physical and emotional changes that,if not addressed correctly, may affect the development of his/her personality.

7. THE FOLLOWING PARTICIPATE IN THE ADJUSTMENT PROCESS : - Parents - Multidisciplinary team (Psychologist, Physician, Nutrition Expert, Head of Area, Social Work) - Teaching staff ( Teachers and Assistant Teachers)

8. AgesADJUSTMENT TIME -Under 5 months2 to 3 days -From 6 to 9 months3 to 4 weeks -From 9 months to 2yrs3 weeks -From 2 to 3yrs2 weeks -From 3 to 6yrs1 week TRANSITION FROM HOME TO CENDI: The child’s initial adjustment to CENDI is done in the parent’s company. This process depends on the child’s age or emotional state, since each child’s individuality and pace are always respected. Our experience shows us that the younger the child, the faster the adjustment process. Critical Adjustment

9. NEW DAILY ACTIVITIES FOR CHILDREN AT CENDI Knowledge, learning, socialization, habits, routines, attitudes, values Daily Activities Health filter Welcome and activation Hygiene Feeding Pedagogic Activities Sleep Farewell

10. STEPS FOLLOWED AT CENDI: -Child’s initial assessment (Multidisciplinary team) -Guidance and counsel to classroom staff. -Respect of individuality. -Allow transition objects. -Gradual separation from parents. - Flexible hours. -Visit to CENDI premises. -Introduction of staff.

11. Attitudes that an Early Education Teacher must have -Sensitive -Affectionate -Patient -Tolerant -Respectful

12. WHAT THE CHILD MUST ADJUST TO The group: Daily interaction with peers, teachers and staff. The New Space: First, to CENDI in general in the company of child’s parents. Getting to know the class space (objects, decorations, furnishings), the material, dining room, the filter, the patio, etc. New norms - habits: Wake up and meal schedules, hygiene and meal routines.

13. THE CHILD WILL HAVE ADJUSTED WHEN: -He/she does not express anxiety. -Comes in everyday without resistance. -Is happy -Socializes with peers. -Responds in a positive way to all the activities. -Recognizes teachers. -Sleeps at regular schedules. -Goes into the dining room and eats meals.

14. HOW CAN WE TELL IF IT IS A DIFFICULT ADJUSTMENT The child has behavior disorders (crying, stands apart) and some of the following symptoms: -Skin paleness -Dark circles under eyes and face limpness -Facial expression of distress -Cold hands and feet -Dryness in mucosity -Great anxiety -Frequent diuresis

15. -Prior adjustment with periodic visits to the new room. - Gradual incorporation to the new level’s nutrition system -Respect for child’s individuality. -Training by Multidisciplinary Team and Teachers of new Living System. Room to Room Transition

16. Transition from CENDI to Primary School (6-7 yrs) Starting primary education is often a difficult experience for children, the goal is to create bonds between CENDI and the school to support them.

17. Primary School Orientation Program -Programmed visits to primary schools (Jan-July) -Practice of routines that resemble primary school routines. (Lining up, recess, homework, etc) -Reinforce maturity activities, especially in mathematics-logics and reading and writing. -Interview and surveys with primary school teachers. - Results of survey with former students.