Transition in Early Years
There are many issues that cause life stress to children and their families e.g. bereavement, separation /divorce, long-term illnesses. This report will employ a holistic approach, incorporating life span development, and will focus on transition within early year’s education. It will assist practitioners in supporting children and their families and will focus on the effect it has on their lives.
Report Summary
Transition within early years education is a major life event that a child and family go through together. Currently, educational transition is defined as the process of change that children make from one place or phase of education to overtime, Fabian and Dunlop (2002). Starting school is a huge step in a child’s life. For some it is a natural and seamless progression, for others a major upheaval, Hamilton et al (2003). Regardless of the process, this change requires children to cope with a re-organisation of their identity and status as they move from pre-school/home to becoming a school child. Fthenkis (1998, pg. 11) maintains that substantial changes such as this “…can induce psychological changes”. The issue for children is how they will cope with such changes and discontinuities as they start school and how they might employ strategies for dealing with such changes. Ghaye and Pascal (1998, pg. 3) state that starting school in the U.K is making “…a range of potentially stressful demands”.
About Transition
Practitioners working with this life event can work with the child and parents to minimise stress levels. Therefore, it is important for practitioners to endorse a holistic approach. The ultimate aim is to understand the child’s developmental needs within the context of the family, and to provide appropriate services that respond to these needs. Freedom in education (2007) declares Rudolf Steiner, a famous philosopher, based his own education on a holistic approach. He firmly believed in “… [Educating] the whole child”. According to the EYFS (2007)
Report Summary
Transition within early years education is a major life event that a child and family go through together. Currently, educational transition is defined as the process of change that children make from one place or phase of education to overtime, Fabian and Dunlop (2002). Starting school is a huge step in a child’s life. For some it is a natural and seamless progression, for others a major upheaval, Hamilton et al (2003). Regardless of the process, this change requires children to cope with a re-organisation of their identity and status as they move from pre-school/home to becoming a school child. Fthenkis (1998, pg. 11) maintains that substantial changes such as this “…can induce psychological changes”. The issue for children is how they will cope with such changes and discontinuities as they start school and how they might employ strategies for dealing with such changes. Ghaye and Pascal (1998, pg. 3) state that starting school in the U.K is making “…a range of potentially stressful demands”.
About Transition
Practitioners working with this life event can work with the child and parents to minimise stress levels. Therefore, it is important for practitioners to endorse a holistic approach. The ultimate aim is to understand the child’s developmental needs within the context of the family, and to provide appropriate services that respond to these needs. Freedom in education (2007) declares Rudolf Steiner, a famous philosopher, based his own education on a holistic approach. He firmly believed in “… [Educating] the whole child”. According to the EYFS (2007)
References: Barnes, H. (1991) Learning that Grows with the Learner: An Intro to Waldorf Education; Education Leadership [i.p, 1] Brooker, L Buckingham Open University Press [i.p, 4] Dunlop, W and Fabian, H (2003) Informing Transition in the Early Years Early Years Foundation Stage: DFES (2006) Every Child Matters [i.p, 1, 3] Fabian, H Featherstone, S. (2004) Smooth Transition: Nursery World; 27TH May 2004 [i.p, 3 ] Fthenakis, W.E Ghaye, A and Pascal, C. (1988) Four Year Old Children in reception Classroom; Participant perception and practice: Educational Studies [i.p, 1] Goleman, D Hamilton .C, Haywood. S, Gibbins.S, Mclnnes, K and William. J (2003) Principles and Practice in the Foundation Stage. [I.p, 1, 3] WWW.HumanRights.co.uk Ladd, J.M and Price, J.M (1987) Predicting Children’s Social and School Adjustment following the Transition from Pre-school to Kindergarten. [i.p, 2 ] Http://WWW.learner.org/discoveringpsychology/development/dev fash.html [i.p, 5] Tizard.B, Martimore. J and Burchell. B (1981) Involving Parents in Nursery and Infants. [i.p, 3] Urie, B Whalley, M. (2001) Involving Parents in their Children Learning. [i.p, 2]