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Relevance of transitions to childrens development
Transitions and their potential impact for children
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Often children dislike uncertainty and therefore preparing children for change is extremely important. Explaining to a child what lays ahead can put their mind at rest and apprehension can be changed into expectation if dealt with in the right way.
During periods of transition children need practitioners who are able to recognise the importance of attachment and emotional well-being and who are able to identify the needs of each individual child and their family.
The key person approach is fundamental to supporting young children through planned transitions. The key person system supports children through transitions by providing opportunities for:-
• Respecting the child as an individual with individual emotional needs
• Warm, affectionate
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It is important to make sure that every adult and child is welcomed for example putting notices in the languages of the community as well as English.
• A noticeboard with photographs of staff and descriptions of their role helps people to feel familiar with the environment.
• An attractive display of some of the recent experiences gained by the children helps people to tune into the settings way of working.
• A notice with the menu for the week gives valuable information to parents and carers
• Something for children to do is vital for example watching fish in a fish tank or having a turn on a rocking horse.
It is important that times of transition are as positive as possible for both the child and the family as a whole. Transitions can be panful and some could never be happy experiences for children or indeed those around them e.g. bereavement. It is however possible to try and ease the impact of difficult separations through thoughtful, organised and sensitive
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They can however actively display behaviours which may be a sign that they are struggling with a transition and feeling anxious. They may present with regressive behaviours such as bedwetting. It is important that a practitioner identifies exactly what the individual child’s needs are.
Using entering the early years setting as an example as to how practitioners can support the needs of a child during a transition the practitioner could do as follows:-
• Plan for separation – carry out a home visit, arrange for parents to visit the setting with the child. Encourage parents to prepare the child for change by reading books about starting at nursery, involving their children in preparation such as buying clothes, packing a bag for nursery etc
• Encourage parents to stay with their child until settled – It should however be noted that there is a difference between staying whilst a child is at nursery and clinging to the child. A parent should not cling to their child as they can sense the parents/primary carers uncertainty. It is important that parents/primary carers indicate that they will be back when leaving.
• Allowing a child to bring a comforter.
• Having just one person settle the child – a practitioner could hold and cuddle the child and try and involve them in a quiet
The influence of Bowlby’s attachment theory is relevant when dealing with transitions because it has informed people and practitioners about the importance of attachment and the key worker system. Bowlby’s attachment theory evolved to ensure children are protected and for their survival to be increased. Bowlby believed that a child’s first attachment is built quite early on and is normally formed with the mother. This relationship between the mother and the baby is the template for relationships in the future. It provides the child with an internal working model. If the child’s first attachment doesn’t have a positive effect then this can result in the child finding it difficult to form other attachments with practitioners, family members and friends. If the first attachment is secure and strong the child will be able to build relationships with other people without having a problem. According to Bowlby the cognitive development of the child is affected when early attachment is formed because it provides a secure base for exploration. Although Bowlby’s theory has a lot of positive aspects other theorists have research that disagrees with his work. Schaffer & Emerson
In early childhood classrooms I have seen many adaptions done for children that needed extra support.
Tickell acknowledges that the curriculum does identify the connection between parents and practitioners, however views that there could be more partnership to overcome those who are at a disadvantage. A suggestion that practitioners should give to parents and carers a short summary outlining the children communication, language, personal, social, emotional, and physical development between 24-38 months, and when appropriate, shared with health visitors if seen as necessary.
A significant facet of an early childhood professional is the ability to work with families. This however can be an area in which many professionals entering into the field can feel inadequate. In order to fully support all areas of a child’s performance as a professional it is critical to work with their families. In order to effectively work with families, you must be able to understand the diversity and complexity of families.
Working with children, young people and their families can be seen as difficult and complex for many different reasons. However, before these topics can be discussed and explored fully, it is important to completely understand the difference between the words ‘difficult’ and ‘complex’. ‘Difficult’ implies that things are not easily or readily done, where it requires much effort much effort, labour and skill to be performed effectively. In the same way, ‘complex’ implies a hard to deal with situation, but also involves many interconnected parts or complicated arrangements that consist of emotional attachment.
In many ways, attitudes about babies and separation are cultural. In some other cultures, babies in Cameron age are rarely separate from their mothers. In addition, I believe that the mother may suffering separation anxiety. Parents worry when they leave their babies in daycare especially for first time. “They worry if the caregiver will really know how to care for their children. They feel loss because this may be the first time their children are away this long time. They may also feel loss because they work full time and cannot be to help their children adjust in person. They may feel guilty if they have to leave a crying child and go off to
Attachments are formed with parents; this contributes to give a sense of who we are and who we will become in later life. However where these attachments are broken the child needs to have a secure attachment established with an alternative adult care giver,...
When children are going through transitions, it is essential to build good attachment so children feel more comfortable with the practitioner asking questions and expressing their feelings. Using the method of reflective practice is important to check if children are attached with their key person. Then if there are any signs that the child is not settling, then the policies and relationships can be looked at and changed if necessary.
This essay will discuss the Key Person approach and its impact on children and their families. It will critically analyse some of the benefits, challenges and barriers that the key person system may have on an early years setting, its provision, the children and their families. It will discuss transitions that children may experience, and how practitioners can help to support them and their families during this process. This will have reference to appropriate theorists such as John Bowlby and Mary Ainsworth. Supporting references will be shown throughout this essay to support the writing.
Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
When selecting childcare for your child the foundation of early learning has offered some tips that they believe will be helpful in the process. The foundation says that parents have always known that good early experience was important for their child. Now scientist and researchers are confirming how critical these first years of life are to your child’s healthy development (Selecting child care, 2002). Because the brain matures in the world rather than in the womb, the brain growth and development of infants and young children is deeply affected by their earliest experiences. In a childcare environment the relationship your child has with the caregiver will also affect how that child feels about himself and the world around him and as he grows up (Selecting child care, 2002). I ...
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
"A focus on the child as a whole person, and support for the child’s overall development;
When counseling mothers and primary caregivers, it is vital that they are educated on the importance of the bonds the create with their infant. Educating and empowering these individuals will have a lasting impact on both the current
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.