Transitions
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”.
-
Identifying transitions
Identifying transitions within the family
Activity 1
Analyse the following transition happening within the family.
A new baby will soon be arriving into the family home. This is a time for change for everyone. Roles and relationships could be affected as a result.
Suggest the impact this may have on the following individual family members:
- Zac
- Jessica
- Sarah
- Jack
Suggested responses
- Zac – will no longer be the youngest child and so he may be jealous of the baby – resulting in some sibling rivalry and regressive behaviours.
- Jessica – could also be affected in the same way as Zac. However she is a bit older so she may be more caring towards the baby, demonstrating maternal behaviour. There may be higher expectations made of her which could put her under some pressure to behave more maturely.
- Sarah – may have less time and energy for her other two children as the new baby will make physical and emotional demands on her. Sarah’s relationship with her husband may become estranged for a short time while she meets the needs of her baby. She will be more tired and stressed dividing her attention between all four of them.
- Jack – may feel more responsible for the other two children to support Sarah. He will be trying to establish a bond with the baby – which can be difficult if the baby is always breast fed. He may feel neglected by Sarah who will be engrossed by the new baby.
As well as the transition within the family at home, Zac is also experiencing a time of change at his early learning and childcare setting.
In Building the Ambition - National practice guidance on early learning and childcare it states that:
“Transitions need careful planning, effective partnerships and communication between all concerned.” (The Scottish Government 2014a: 8)
Activity - Transitions in the setting
- From scenario 2 identify two ways which evidence ‘careful planning’ for the children’s transition to P1
- Explain your understanding of ‘effective partnerships’ within this context.
Suggested responses – careful planning
- The children have already visited the P1 class and teacher. This was clearly planned beforehand in conjunction with the early learning practitioners and the P1 teacher.
- The P1 teacher has been to the nursery already and worked with the children on their ‘Learning Journeys’.
- The children are aware that the P1 teacher is coming to do some music because it is on the visual timetable.
Suggested responses – effective partnerships
- Effective partnerships could indicate the relationship between the nursery staff and the P1 teacher and how they are working together towards smooth transitions for the children.
- It could relate to the practitioners within the setting and how they communicate with each other.
- It could suggest the partnership with parents and how staff work with them to ensure the welfare of the child.
As children grow and develop their needs change. But sometimes as a result of life circumstances children’s development may regress and their needs may revert back to those at an earlier developmental stage.
-
Regression
Regression
Zac’s daddy is working offshore again and now his mummy has gone into hospital. At nursery Zac is showing some signs of ‘separation anxiety’.
Activity - Individual
- Refer back to your research on attachments and identify 2 characteristics of separation anxiety shown by Zac.
- Explain why he may be demonstrating these behaviours.
Suggested responses – Separation anxiety
- Two characteristics:
- Zac is visibly upset when he tells the practitioner that ‘mummy didn’t come home last night’
- He withdraws under the table at snack time – detaching himself from the group.
- Separation anxiety is when a child becomes upset when leaving a parent or when left by a caregiver, even for a short time. Usually this begins at around 8 months old but may continue up until the age of three or four when a child starts pre-school.
It relates to ‘attachment theory’ because when the attachment is broken, the child begins to feel vulnerable and insecure, resulting in a series of behaviours which range from protest to despair to detachment.
Progression
Although Zac is going through a difficult time at home, he is making good progress at nursery. He will soon be starting P1 and he is showing signs that he is ready to move on.
Activity - Individual
From the scenario, identify 3 indicators which show that Zac is progressing in terms of his social and emotional development.
Suggested responses – Progress indicators
- Zac is beginning to show excitement about becoming a ‘big brother’.
- Zac participates in snack, with some support.
- Zac interacts well with the practitioners and can express his emotions to them.
- Zac responds to the opportunity to ’lead’ the other children in the orchestra.
- Zac is keen to progress onto P1.
Activity - Individual
Using the answers below click and drag one positive and one negative statement for each age under the headings to complete the social and emotional characteristics for 3 – 5 year olds.
Answers
positive
- Understands how to share and take turns.
- Plays simple games with other children.
- Uses language with increasing vocabulary.
- Is able to dress, wash and feed self, showing relative independence.
- Begins to understand basic rules.
- Offers comfort to others who are upset.
negative
- Does not always understand the consequences of actions.
- May still struggle with fastenings such as shoelaces and buckles.
- May still get upset if doesn’t win.
- Maybe reluctant to share a favoured toy.
- May still show negative behaviours when wishes are not met.
- May become withdrawn and quiet when upset.
3 years old
3 years 6 months
4 years old
4 years 6 months
5 years old
5 years 6 months
Suggested responses
3 years old
- Offers comfort to others who are upset.
- May still show negative behaviours when wishes are not met.
3 years 6 months
- Begins to understand basic rules.
- Does not always understand the consequences of actions.
4 years old
- Plays simple games with other children.
- May still get upset if doesn’t win.
4 years 6 months
- Understands how to share and take turns.
- Maybe reluctant to share a favoured toy.
5 years old
- Uses language with increasing vocabulary.
- May become withdrawn and quiet when upset.
5 years 6 months
- Is able to dress, wash and feed self, showing relative independence.
- May still struggle with fastenings such as shoelaces and buckles.