1. Short-term Separations and transitions to an ECE Service
Teacher’s Notes
The learning outcomes for these slides are as follows.
Students should be able to:
Describe techniques for strengthening relationships between adults and the children during a short-term separation
Describe communication strategies to assist whānau/families and children through transition situations
These learning outcomes relate to the following outcome and evidence requirements:
10022 Outcome 2
Describe techniques for strengthening relationships between adults and a child during short-term separation.
Techniques for strengthening relationships between adults and the child during short-term separation are described in accordance with current ECE practice.
10023 Outcome 2
Describe strategies for assisting whānau/families and children through transition situations in an ECE service.
Evidence requirements
2.1 Communication strategies are described in terms of how they assist whānau/families and children through transition situations.
Range: strategies include – reflective listening, redirecting, comforting, planning, consultation.

2. Strategies and techniques to support children’s transitions to an ECE service and to strengthen relationships between adults and a child during short-term separation
Reflective listening
Comforting
Sharing information
Redirecting
Planning
Consultation
Teacher’s Notes
Communication with whānau is one of the most important skills for an early childhood educator
A number of strategies can be used to support effective communication with whānau and children

3. Reflective listening……..
Teacher’s Notes:
Reflective listening is paraphrasing what another person has said if you are unclear as to the meaning or intention of a comment. In other words it is asking probing questions about any area of a conversation unclear to you.
Reflective listening is paraphrasing what another person has said if you are unclear of meaning or intention of a comment.
In other words it is asking probing questions about any area of a conversation unclear to you.
When children are making transitions it is important to take into accounts their individual needs and circumstances and to listen to both children and whānau/family during transition periods.
Education Review Office (2011)

4. Comforting Teacher’s Notes
Both child and whānau may require comforting words during this unsettling time
Remember the importance of facial expressions and touch.
Simply rubbing a child's back, smiling and winking, or tucking a child into bed communicates, "I care about you.“
Children are very aware of our faces and the way we express affection through the touch of our hand or a hug.
A reassuring smile or kind word to departing whānau will comfort them

5. Sharing information Teacher’s Notes
When educators encourage whānau to share information about children they will know them better. If the child is hungry, tired feeling a little unwell, sad because something has happened
Sharing information about what the child did while in care helps the whānau understand how the child’s day has been.
ECE educators need to communicate with the whānau/family to understand the child’s individual preferences, culture, different family styles. This information helps with transitions and short-term separation.

6. Redirecting . Teacher’s Notes
Try distracting/redirecting a child during a transition with an interesting book or toy.
(During chats with whānau before leaving you will be able to find out what the child loves to do.)
Don’t forget the importance of the ‘tone’ of voice you use. An excited “ Wow lets look at this book!” will often grab their attention or “ Hey lets go outside and see what the cat/ birds are doing!”

7. Planning . Teacher’s Notes
ECE services can plan for short term separation and transitions:
ECE services have polices which outline the include the expectations and strategies to be used during a short term separation and transitions. This ensures all ECE educators are using the same strategies and consistent practices.
have responsive processes in place that welcome whānau/family and children into the ECE service
planning with parents on how the transition will take place e.g. visiting the ECE service for short periods of time before the child starts

8. Consultation . Teacher’s Notes
It is important to consult with whānau/family to assist children through transition strategies. ECE educators need to friendly and approachable and whānau/family need to feel welcomed into an ECE service.
ECE educators need to be available to consult with whānau/family at times that suit both parties.
Consultation may be undertaken in a number of different ways:
Informal conversations on a daily basis which focus on the social and emotional well-being of a child e.g. friendships, how the child was feeling,
Documentation e.g. daily notebooks for infants and toddlers which notes information on the child’s health and well-being
Phone calls s
Messages in pockets on the wall
Centre diaries
Education Review Office (2011).

9. Look at your assessment and see how these techniques will support transitions in scenarios In pairs write a script which practices each technique. Share with the class or in small groups