Silkysteps early years forum - planning ideas for play

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-   Level 3 Diploma EYE NVQ (http://www.silkysteps.com/forum/forumdisplay.php?f=269)
-   -   Transitions. Last question (http://www.silkysteps.com/forum/showthread.php?t=16952)

sharon ashenden 10-22-2012 08:27 PM
Transitions. Last question
 
Hi everyone. i have just got to complete this question then i have finished after a year doing the course. Please can anyone help been looking at question for nearly 3 weeks

Describe the possible effects the following transitions may have on children in the age ranges listed.

Moving home - children aged 3 to 17 years
Changes in structure of the family e.g. new siblings, parents separating, loss of a family member - children aged 3 to 19 years.
Changing setting e.g moving on to school primary and secondary.- children aged 3 to 14 years
Changing carers especially the primary carer e.g starting at nursery, foster or adoptive care - children from birth to 15 years.

Really confused with question and how to lay out.
Please could anyone help me xx

tutu 10-22-2012 09:47 PM
this is all about attachment theory bowlby and ainsworth, security and familiarity. making relationships

sharon ashenden 10-23-2012 08:43 PM
I am still struggling
 
Hi could anyone give me further guidance on this question i am still struggling and so need to complete by fri thanks a desperate level 3 student xx

Ruthierhyme 10-24-2012 10:22 AM
Hi, If it helps, the effects different transitions might have on children depend on their age, levels of resillience and self esteem. As suggested, if you research attachment theory and the importance of positive relationships you'll be able to see how it's a theory that enables practitioners to support children through times of transition, helping to safeguard and protect their confidence and self esteem.

The types and effects of transition on this thread are in list form to help you build a response to your assessment criteria and to link to what you do in your setting, routines & activities that recognise and plan for children's transitional experiences - eg. have resources/parent partnerships/multi-agency approach to working/books/toys/time to talk

Attachment theory - John Bowlby, Mary Ainsworth

This extract is a quote from page 7 of the 2007-2008 Action for children research publication
Neglect: research evidence to inform practice
http://www.actionforchildren.org.uk/...m_practice.pdf
Quote:
One of the key areas of development in childhood is the attachment system, which, as described above in relation to brain development, is shaped by early care-giver experiences (Bowlby, 1973). Babies are more likely to develop secure attachment if they are brought up with care-givers who are responsive and sensitive to their interactions and needs, and who are reliable, consistent and non-hostile in their responses. Such experiences enable children to build internal models of relationships, which influence the degree to which they perceive themselves to be loveable, and the degree to which they perceive others to be co-operative, dependable and nonthreatening.

When children experience care-givers as unresponsive, inattentive, and inconsistent or hostile in their interactions with them, insecure attachment can develop. This is often the case when parents are neglectful. The child adapts its behaviour in response to the care-giving environment and can become withdrawn, apathetic, mistrustful, attentionseeking or hostile (Howe, 2005).


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