transition faced by the children/young people
Discuss the transition faced by the children/young people in your setting. Explain how the children and their parents/ carers are affected by these changes and reflect on the most appropriate ways to respond with reference to workplace policies and procedures. Suggest relevant further sources of information and support for the children, young people and their parents/ carers.
Introduction
This assignment will discuss the transitions faced by children and their parents including horizontal and vertical transitions. It will also explain planned and unplanned changes in children’s life and how children and their parents may influence by those changes as well as suggesting the most appropriate ways to respond to those changes using the work place policies and procedures.
Children potentially face a number of transitions in their early lives including vertical, horizontal, planned and unplanned transitions (DFE 2008). One of the most significant consequences of social change for the young children is the shift from home to day care. Dunlop & Fabian (2007) explained in the modern life some children have to go through few transitions and looked after by different people throughout a day or a week. Horizontal transition is where children go from home to school, then picked up by the after- school carer and taken to football club or art classes. However, vertical transitions deal with moves and changes for the child between educational settings and take place over a number of years, for example, transition from pre-school to school, but also inside school between the grades and various teachers, where the move is gradual. Shotton (2008) suggests many young children struggle with transition. These changes can be particularly difficult for some children yet for others can be positive and exciting, beginning to new experiences and finding new friends. O’Connor (2012), pointed out that Children images of themselves as learners are influenced generally by their
Introduction
This assignment will discuss the transitions faced by children and their parents including horizontal and vertical transitions. It will also explain planned and unplanned changes in children’s life and how children and their parents may influence by those changes as well as suggesting the most appropriate ways to respond to those changes using the work place policies and procedures.
Children potentially face a number of transitions in their early lives including vertical, horizontal, planned and unplanned transitions (DFE 2008). One of the most significant consequences of social change for the young children is the shift from home to day care. Dunlop & Fabian (2007) explained in the modern life some children have to go through few transitions and looked after by different people throughout a day or a week. Horizontal transition is where children go from home to school, then picked up by the after- school carer and taken to football club or art classes. However, vertical transitions deal with moves and changes for the child between educational settings and take place over a number of years, for example, transition from pre-school to school, but also inside school between the grades and various teachers, where the move is gradual. Shotton (2008) suggests many young children struggle with transition. These changes can be particularly difficult for some children yet for others can be positive and exciting, beginning to new experiences and finding new friends. O’Connor (2012), pointed out that Children images of themselves as learners are influenced generally by their
Bibliography: Bretherton I. (1992). The origins of John Bowlby’s attachment theory. Available: http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf. Last accessed 01/03/2013. Bowen,D.E, & Strickler,S. L. (2004). A good friend for bad times: helping others through grief. Minneapolis, MN: Augsburg Fortess DFE (2012): Development matter in the Early Years Foundation Stage (EYFS), London, Crown. Dunlop, A. & Fabian, H. 2007, Informing transitions in the early years: research, policy and practice, McGrawHill/Open University Press, Maidenhead. Godfrey M. (2011). Supporting young children and families deal with changes. Available: http://www.teachingexpertise.com/article/supporting-young-children-meet-challenges-transition-11522. Last accessed 01/03/2013. Gottlieb, L.N. & Mendelson, M.J. 1990, "Parental support and firstborn girls ' adaptation to the birth of a sibling", Journal of Applied Developmental Psychology, vol. 11, no. 1, pp. 29-48. Brooker, L. (2008). Supporting transitions in the early years. Maidenhead: McGraw Hill/ Open University Press. MacLeod-Brudenell, I Merrill S. (2010). It’s a transition for parents too. Available: http://www.naeyc.org/fils/201009/rocking and rolling on line0910.pdf. Last accessed 01/03/2013. Netmums (2013). Helping Children Cope with Bereavement. Available: http://www.netmums.com/support/miscarriage-and-loss/loss-of-a-child/helping-children-cope-with-bereavement. Last accessed 27/02/2013 O’Connor, A Page, J.M. 2000, Reframing the early childhood curriculum: educational imperatives for the future, Routledge Falmer, London. Reich, J.W, Zautra, A Shotton,G. & Burton,S. (2008). Emotional wellbeing: an introductory handbook. London: Optimus Education South Whitehaven Children’s Centre (2013) Stokes, J., Pennington, J., Monroe, B., Papadatou, D. & Relf, M. 1999, "Developing services for bereaved children: A discussion of the theoretical and practical issues involved", Mortality, vol. 4, no. 3, pp. 291-307. Thelen, P. & Klifman, T. 2011, "Using Daily Transition Strategies to Support All Children", Young Children, vol. 66, no. 4, pp. 92-98.