Hi, you need to use your specific setting & knowledge of the support systems and services it has in place and then analyse them to see if they minimise the disruption to children's development ie, that absence from an educational setting, family, friends or the worry and uncertainty that could be felt during transitional periods is reduced as much as possible.
RCC 5.1 PDF contains useful hints if you work in residential care
http://www.ocr.org.uk/Images/183797-...-childcare.pdf
http://www.becomecharity.org.uk/
Times of transition including:- emotional, affected by personal experience e.g. bereavement, entering/ leaving care
- physical e.g. moving to a new educational establishment, a new home/locality, from one activity to another, between a range of care givers on a regular basis
- physiological e.g. puberty, long term medical conditions
- intellectual e.g. moving from pre school to primary to post primary
Policies and procedures that involve multi-agency working, home visits, induction days, staggered admissions, designated professionals 1 to 1 support, counseling, mentorship
the different support available to minimise disruption to development during periods of transition
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Linear Mode
