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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

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Unread 07-18-2011, 09:37 AM
Skyexxx Skyexxx is offline
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Default Transition Chart

Hey :-) can anyone give me any help as to the ways of supporting transitions from age 0 -19. I have plenty examples of transitions, just dont know the best way to support them! Thankyou :-)
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Unread 07-24-2011, 02:47 PM
basia basia is offline
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For children age 0-3 years it is best if they are familiar with the setting, environment before they move to it. So it is helpful when children make several visits first. Very important is to make sure that children make an attachment with a key worker in the new setting before being left there. It is also important for setting to adapt their routine to the needs of the child.

Children age 3-7 have better understanding of what is happening. If they have had good experiences of being separated, they will adjust more easily. But it is still important that they make visits to the setting, meet adults there. All children need to be given time to settle down. If possible they should be put with friends or children that they already know. If children go into a setting and do not know any adults or children extra care is needed. It is good practice to introduce them to children who will be happy to let them join in. It is also important that all the information about the child is passed from previous setting.

Children age 7-12 years may start to express strong feelings about changing setting. It is important that they have the opportunity to visit new setting and can see the positive aspects of any change. Information about children should be passed from previous setting. Friendships are very important so efforts should be made to keep friends together or to structure activities so that children quickly get to know each other. Some children are naturally outgoing and sociable, but others will find hard to make new friends and they may need more help and support.

Young people will find easier to change settings smoothly when they have had some impute and feel in control of the process. It is important for adults not to take over but to listen to young people’s thoughts and fears. It is important to prepare them for the process of leaving school and moving from home. Conversations about their plans after finishing school, and if they move away from home, meeting their needs, supporting themselves may help them understand all the aspects of the transition.
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Unread 07-24-2011, 08:40 PM
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tinajpatterson tinajpatterson is offline
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When child go though transitions they need people they have built up positive relationships with to help support them through the changes in their lives this is explained in Bowlby attachment theories covered in unit 075/076. We use circle time to explain to the children what is going to happen and they can talk about their feelings children will make a better transition if they know what is going on. We take are cues from the children on how much information is given and how much an explanation is required. We allow time for the information to be processed some children might have delayed reaction and might want to talk later at a quieter time. We are always to be truthful in all our answers so we keep their trust. We listen and acknowledge how the children are feeling and we reassure the children that what they are feeling is normal and other children have been through this. The children can express their anxieties and we can help reassure them. These are used in all transitions
Bereavement children need us to be a good observer as a bereaved child’s behaviour can be very telling of their emotions , we need to listen let the child teach us what grief is like for them, never rush in with explanations, ask exploring questions rather than give cookie cutter answers, we must be patient and give the child time as a child’s grief is not always immediate and obvious. We must be honest about death and never lie to the child. A child needs to understand death is permanent and irreversible its best to use clear and simple direct language. Its important to make ourselves available they need to know we can be counted upon to be there to listen, to support them and to love them.
Puberty when helping children it is best to start early especially for girls children need reassurance and need to know this is normal and happens at different times for everyone so talking to them explaining what will happen to them nut don’t talk down to them. Keep the talks small give them bite size information as it is easier to process for them then 1 big talk. Always be honest even with the really awkward questions. You the right tone try keeping it light take your cue from the child. Use books and information to help the child they might prefer this if they are really shy as there are some very good books like Judy blumes or usbornse books which can help. Help them to discuss with their parents if they need this. Watch out for children who might go on crash diets as they feel their bodies are out of control. Treat the child as more of an adult than a child.
Moving from school to pre school this is done in my setting by putting over a positive imagine of school children and staff talk about school in group/ circle time . the children can play dress up and role play with their real school uniforms from each of the schools they are going to. They have time were they can talk about their school visits. We can reassure children who feel anxious children how have been thought the transition the year before come back and visit telling the children about school. We acknowledge how the children are feeling about the transition . we are always truthful with our answers.
Physical moving talk to the children to reassure them built a bedroom in the home corner for role play so they can pack and unpack boxes so they can tape the boxes up and label them to . get children to think what they would like to put in a special bag so they can take this on the move. Provide children with night clothes which fit over their clothes so they can role play sleeping in their new bedroom and get them to express and talk about their feelings. Encourage them that they will make new friends or they might not be moving to far so they could stay in contact with old friends give them a telephone to play with so they can role play calling their friends. Older children this can be talked about what they would like their room to look like rtc.
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Unread 07-26-2011, 03:50 PM
nickyg nickyg is offline
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Hi Skye,

At my school when a child is changing year group, we make them a transition book, it has pictures of the new teacher, the classroom, the door where they go in and anything else that might be relevant to that child. They take it home after we have gone through it with them and their parents.

Hope this helps

Nicky
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Unread 07-26-2011, 04:45 PM
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Quote:
Originally Posted by nickyg View Post
Hi Skye,

At my school when a child is changing year group, we make them a transition book, it has pictures of the new teacher, the classroom, the door where they go in and anything else that might be relevant to that child. They take it home after we have gone through it with them and their parents.

Hope this helps

Nicky
Hi
I have done something very similar when a child has left our playgroup to go to school, this child has cerebal palsy and it was a book that the child can use and keep it with them all the time. Its a quick reference with bullet points such as their likes, dislikes, what they like, what they don't like, thibgs they need help with, parents contact numbers. it was called a transition passport. It was full of lovely pictures of the child and inter changeable photos for her to choose which photo she would like.

It was such a good idea and took a long time to do but the child loves it and parents liked it.

Lynne
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