Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 1.4: Promote children’s emotional well-being
Learning outcome: 3 Understand the needs of children during transition and significant events
Assessment criteria: 3.3 Explain the role of the Early Years practitioner in preparing a child for a planned transition
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- Planned transitions are known about ahead of time and so an Early Years Practitioner will be able to work with the child to prepare for the change
- Partnership working with the child’s family is essential so that information can be shared about the child’s needs, preferences and feelings during this time
- It is equally important to work with other settings (e.g. working with practitioners from the setting that the child is moving to or from) – this helps the practitioner to understand the changes that the child undergo and prepare them accoringly
- The Early Years Practitioner should talk to the child and discuss how they are feeling and any worries or concerns that they have so that they are able to provide information and reassurance
- Similarly, activities can support a child with a transition – for example, small world play imagining ‘teddy’s first day at school’ can help a child to think about how the feelings that may be associated with this transition and prompt questions
- Sharing stories and experiences about a transition can also be useful – perhaps an older sibling could talk about their first day
- The Key Person should be involved with the introduction of the child to the new setting or to their new carers
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