Pre-Birth to Three guidance (2.3 - Education Scotland

More documents

Recommendations

Info

40 14 See section on Partnership Working 15 See section on Role of Staff PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES TRANSITIONS Transitions can provide exciting opportunities and also new challenges. Research, such as Dunlop and Fabian (2007), shows that the way in which the first transitions are handled could potentially have a significant impact on the child’s capacity to cope with change in the short and long term. If transitions are well supported, children can learn to manage change in a positive way, which is a very important skill for life. Effective transitions can provide opportunities to help children develop self-worth, confidence and the capacity to be resilient in the process of dealing with change. Moving on to different surroundings, a change in caregiver, or making friends in a new setting can be both exciting and challenging. Staff in early years settings can support children appropriately by ensuring that transitions are effective, positive and meaningful. Partnership working with parents is key to supporting effective transitions. Parents can support staff in getting to know children well, whilst staff support parents as they adjust to change. 14 The UN Convention on the Rights of the Child (1989) advocates that children’s views are valued and respected in society. When supporting babies and young children through transitions, staff should ensure that they know them well enough to understand their needs and wishes through, for example, interpreting gestures, sounds and expressions. 15 Staff can support babies and young children through transitions by: • building in routines that are familiar and welcoming • working closely with all other adults who are involved with the child and ensuring that effective and ongoing communication takes place • inviting parents to stay with the child as they adjust to the new environment • encouraging children to bring a familiar object from home, such as a teddy or blanket • providing opportunities for discussion, stories and play, helping children to express their feelings
TRANSITIONS • being closely observant of gestures and body language and tuning in to what is being communicated • providing opportunities for siblings who attend the setting to see one another regularly throughout the day • setting aside time to plan for and ensure smooth transitions • recording shared memories that can be revisited to provide a sense of continuity • ensuring experiences are provided which reflect their home life and culture. Reflection and Action – Transitions • How do you manage the transition process from home to setting, acknowledging that the separation experience for babies and parents may require support? • Through consultation with parents and children, discuss ways in which you could develop and improve transition experiences for children and families. Case Study – Transitions David is three months old and he lives with his mum who is 17 years of age. They have no other family support. As the result of a referral from the health visitor and social worker, David has just been allocated a place at the local early years setting as mum is finding it difficult to cope with the demands of a new baby. David was born prematurely and has a number of medical problems that mean he is only able to sleep for very short periods of time. At a multi-agency meeting it was decided that five afternoons a week in nursery would provide David with a consistent routine and time for quality interaction with his key person. Discussion How would you plan for a positive transition to the early years setting for David? WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 41
Page 1 and 2: Pre-Birth to Three Positive Outcome
Page 3 and 4: Pre-Birth to Three Positive Outcome
Page 5 and 6: Contents Ministerial Foreword 7 Int
Page 7 and 8: MINISTERIAL FOREWORD Ministerial Fo
Page 9 and 10: INTRODUCTION Introduction There is
Page 11 and 12: INTRODUCTION Many countries are loo
Page 13 and 14: INTRODUCTION Recognising that all a
Page 15 and 16: THE IMPORTANCE OF THE EARLY YEARS T
Page 17 and 18: USING RESEARCH TO INFORM PRACTICE U
Page 19 and 20: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 27 and 28: NINE FEATURES OF THE KEY PRINCIPLES
Page 29 and 30: ROLE OF STAFF Role of Staff Staff w
Page 31 and 32: ROLE OF STAFF Key Person The key pe
Page 33 and 34: ROLE OF STAFF Reflection and Action
Page 35 and 36: ATTACHMENTS Attachments Responsive
Page 37 and 38: ATTACHMENTS The National Scientific
Page 39: TRANSITIONS Transitions Transitions
Page 43 and 44: OBSERVATION, ASSESSMENT AND PLANNIN
Page 49 and 50: PARTNERSHIP WORKING Partnership Wor
Page 51 and 52: PARTNERSHIP WORKING Partnerships Ac
Page 53 and 54: PARTNERSHIP WORKING Reflection and
Page 55 and 56: HEALTH AND WELLBEING Health and Wel
Page 57 and 58: HEALTH AND WELLBEING The Scottish G
Page 59 and 60: HEALTH AND WELLBEING Case Study - H
Page 61 and 62: LITERACY AND NUMERACY Literacy and
Page 63 and 64: LITERACY AND NUMERACY Case Study -
Page 65 and 66: ENVIRONMENTS Environments The envir
Page 67 and 68: ENVIRONMENTS Environments and Resou
Page 69 and 70: ENVIRONMENTS Case Study - Environme
Page 71 and 72: PLAY Play For many years, there has
Page 73 and 74: PLAY Planning and Supporting Play B
Page 75 and 76: PLAY Play and Risk Opportunities fo
Page 77 and 78: PLAY Case Study - Play Joe is 28 mo
Page 79 and 80: REFERENCES AND FURTHER READING Refe
Page 81 and 82: REFERENCES AND FURTHER READING Podm
Page 84: Learning and Teaching Scotland The

Pre-Birth to Three guidance (2.3 - Education Scotland

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?