I have learned many things about transitions which will help me with my practice in the future. I have learnt that transitions can affect different children in different ways. From witnessing a transition of children starting nursery for the first time, I understood that different children react in different ways. Some children weren’t bothered at all by the transition from being with their parents all the time to not seeing them for three hours a day as they attended nursery. Other children were really affected by this transition. Some children were upset and didn’t enjoy their first experience in nursery.
I was surprised as I thought all children would react in the same way to a transition this major. My learning has changed my practice as now I understand more of way children react differently in these situation. My practice will be better as I will be able to give more to support children in the future who are going through a transition. By carrying out further research on Bowlby’s attachment theory, I now understand the importance of attachment. By studying Bowlby’s attachment theory I have learnt some new practical skills. These are, that I must make a good bond with the children when they go through this transition.
By doing this I will be helping the child with this transition. The information and knowledge I have gained is going to improve my own experience of the children I am working with as I will be able to make them feel safer in the setting. I will do this because I now understand that children need to have an attachment with at least one teacher in the setting. As a result of this attachment, the children will go through the transition better. Reflecting on my personal learning means that I will be more prepared for when I come across a transition in the future.
I have learnt different methods and ways to react to a child who is upset about a transition. When I go through a transition in the future I will definitely apply home visits to meet some children whose families are concerned that they are not going to go through the transition well. A home visit is very good as they give the child the opportunity to attach to somebody from that setting who they will recognise on their first day when they start nursery. A home visit can support the parents as this will give them the chance to ask the teacher any questions which may be worrying them. They can gain more information about the school as well.
A home visit can help the teacher a lot. The teacher can gain knowledge from the child’s parents. For example, if the child doesn’t listen when asked to do something the first time, then the parents can inform the teacher of this so they are aware of this. The teachers can gain an understanding of the children within themselves as well from this visit. The teacher can learn if the child is confident or a shy person by the way they act in front of them. I have developed planning skills as I helped the teacher to plan a transition for a child starting who was moving to our school half way through the year.
In the plan I considered that it would be a good idea to have his parents come in with him first to view the setting. Then for the child to come in for an hour one day. Then come in for the whole day the next day. A3/A*2/B2 There are many professional skills which are required to practice effectively during times of change and transition for children. The skills to support children through transitions can really benefit them and decide whether or not this transition is going to be successful for them. Good communication skills with the child, parents, family and professionals can help the child through their transition a lot.
By communicating with the child about the transition, the practitioner will be support the child as they will be informing them of what is going on and that everything is going to be ok. By communicating with the parents and family, the practitioner will be providing them with information about the setting and how the transition will take place. The practitioner can also provide the parents and family with wider knowledge of the school setting. Working with other professionals can better a child’s chances of going through a transition well. You are going to approach and communicate with a child differently as you do to a professional.
In my placement I have experienced the practitioner planning a letter to send home to the children’s parents informing them of the transition. I have also witnessed in my placement a translator coming into the setting to speak to a polish child about the transition. By witnessing these transitions in my placement, my future practice can be improved as I will be using what I have seen as an example to help me improve. Having patience with the child and their families is a very important skill to consider when supporting a child through a transition.
The child might be upset by what is going on, it might take a while for the child to settle in. Be patient because the child might not understand what is going on. Support them by acknowledging them and showing them that you, the practitioner, are always there for them to turn too. Be patient with the parents and family as this could be their first child they’re sending to school so they could be a bit nervous and wary about what is going on. Support the parents and family by answering all their questions and informing them on anything they may need to know.
I will use what I have witnessed to improve my own practice in the future by always being patient with the child and their families. I will make sure I provide support for all the family and the child especially. It is very important to have a good understanding and background knowledge of the child’s culture. This is important because you are able to cater for the child’s needs, you can involve the child and their family by doing activities in the school which can be based upon or include their culture. I have witnessed a child’s culture being involved in my placement.
The school had provided the children in the class with signature outfits from the child’s culture. By doing this the child was able to inform her friends of her culture. The school gave her the opportunity to speak in front of the class about her culture, she brought in some pictures from home too. This child’s confidence grew as she felt more part of the class. Her parents were very pleased and thankful with the schools decision. I will always consider every child and their family’s religions and cultures in future practice, because I have witnessed how it affected this child socially and emotionally.
It is very important that the setting and practitioner has the up to date knowledge of frameworks and theorists. By having the up to date knowledge of frameworks and theorists, the practitioner is able to check if the children are reaching the correct milestones, and provide targets for children who may need them. Also having up to date knowledge on frameworks and theorist can help a teacher support a child and their family though a transition by having the knowledge of what to expect and how to handle the transition. This will benefit the child as the child will have the opportunity to do the best they can do.
It is very important that the setting and the practitioner has the ability to identify changes in a child’s mood and to identify the vulnerable children. This is very important as a change in a child’s mood during the transition process can mean a lot. It will enable the practitioner to plan activities to allow the child to express their feelings or to allay any fears they have about the move. It is very that important that the setting and practitioner support all the children as they develop confidence and their self-esteem. This is very important as the children need all the support they can get
