Hi, you need to research these and use that information alongside what your know happens in your setting/workplace when it comes to transitions.
If you search inside this book on amazon.co.uk look for the words 'transitions and significant events'
click to page 61 for a few sample pages.
2.1 prepare children for transitions and significant events and their potential effects.
There are different types of transition which will mean children can be given information about it from parents, their key-person or someone else.
It is important to support the child, provide details about what the transition involves and reassure them.
Be sensitive and understanding - page 62 explains the possible short-term effects of transitions or significant events: self-confidence, depression, anger, relationships, self-harming and abusive behaviours, underachievement.
Be prepared so that you know what happens and can share that with the child, their parents and others.
https://www.silkysteps.com/forum/showthread.php?t=13920
page
61 of this EYE handbook:
2.2 use strategies to support children through transitions an significant events.
What strategies does your setting use, is there a key-person system in place?
From page 62/3- Working closely with the family
- Work closely with other settings
- Work closely with other professioanls
- Planning activities - quote: Early years practitioners can help children prepare for transitions by planning activities that will help them understand more about the transitions that they are about to undergo. Practitioners may choose a book about moving home or the arrival of a new baby. Through the planning of activities, the early years practitoner can prompt children to talk and ask questions about the transition and reassure them.
- Visiting new settings or carers
- working closely with others, including families
- Spending time with a child
- Allowing children to express themselves
- Seeking further help
2.3 manage the transition and significant events in partnership with:
A. parents/carers
B. key worker/person, colleagues, and/or other professionals.
This is from
page 378 of an older level 3 CYPW handbook, it provides
guidelines for managing transitions - Routines: build in routines that are welcomeing nand familiar.
- Settling in: invite parents or carers to stay with the child as they adjust toi their new environment.
- Comfort object: encourage chikdren to bring a familiar object froim home, such as a teddy or blanket.
- Planning: plan for the transition (if expected) and involve colleagues who also know the child to ensure a smooth transition.
- Emotional support: provide opportunities for discussion, stories, and oplay. helping children to express their feelings.
- Tuning in: observe gestures and body language and tune in to what is being communicated.
- Siblings: provide opportunities for siblings who attend the setting to see one another regularly throughout the day.
Page 271 looks at how important it is to work with others when children are about to go through a transition.
2.4 reflect on how children have been supported for transitions and significant events.
Use what you have researched about transitions and the possible strategies that you know will help to support the children and consider how they relate to what happens in your setting.
2.5 evaluate the effect on children of having relationships during periods of transition:
A. positive B. negative.
Page 58 + looks the impact of secure relationships and how they protect against depression, stress, help children to make friends easier as they feel self-confident and reassured that people are around them to support and care for them.
Not having a good relationship with other means there will be a high risk of children experiencing the short and potentially long term effects of transition.
Hope this helps a little.
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