Transition in early childhood PDF

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This essay is about transitions within early childhood education...

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Transitions within and from Early Childhood Settings Introduction In early childhood settings, transitions play a pivotal role for children, families and educators. They occur regularly, mostly during routine changes, from home to an early childhood setting or moving from indoor learning play to outdoor play. They occur when children are moving between rooms, for example, when it’s time for a child to move into the preschool room from the toddler room. They also occur during the transition to school, a process when children move into the first year of primary school. Due to various changes, different expectations and new people, it is important for educators to create a safe and secure space for children and their families during transitions. This essay will discuss the roles and purposes of transitions for children, families and educators within and from early childhood settings. Relational Pedagogy and Transitions for Children, Families and Educators Having strong knowledge of child development supports in better understanding of the roles and purposes of transitions. Relationships are also important for positive transition experiences. When early childhood educators work in collaboration with families and other early childhood professionals, children’s learning ability, wellbeing, and overall development is increasingly enhanced (Papatheodorou, et al., 2009). Kennedy (2013) explains “children’s and families’ sense of belonging in a setting is strengthened by transition practices that respond to their individual interests, abilities and strengths”. In collaboration with families, educators assist children in understanding the routines, rules and behaviours expected of them in the new environment (DEEWR, 2009). A child can experience multiple types of transitions throughout one day. Each child has their own personality, their own way in doing things, likes and dislikes, degrees of patience, and different stages of development. How a child responds to a transition period, may be different to another child. Children who are more developed in self-regulation, socialemotional capabilities, and fine perception skills are more likely to experience smoother transitions (Salamon, 2011). Strategies are put in place by early childhood professionals to help children to acquire the skills and knowledge of coping with change. During times of transition, some children display challenging behaviours. Kennedy (2013) explains these challenges from the child’s perspective: “Wellbeing: ‘Am I safe, secure and supported in this place?’; Identity status: ‘Who am I to this new place?’; and, Roles and responsibilities: ‘What is expected of me here?’” (pg. 3). Displayed behaviours can include hitting, tantrums, crying, biting, throwing objects, and yelling. These challenging behaviours usually occur during transition periods when educators can observe and witness triggers and begin to apply strategies to assist the child. Educators must work in partnership with children’s families to ensure consistency in emotional support to develop the correct behaviour and skills to respond positively to transitions and other forms of change. Furthermore, as children become more confident with transitions, the more they strengthen their social development. It is essential for children to collaborate, learn and help each other during transitions (NQS Element 5.2.1) (ACECQA, 2011, p. 136). Some of the ways in which children learn

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are through meaningful learning experiences, and through observing and imitating behaviours. Their world is complicated, especially within their early childhood learning environments. Often children have struggle communicating their individual needs and wants due to limited spoken language, in result they express themselves with frustration. The environment will also determine their behaviour. When children are busy, engaged and interested, they will usually present positive behaviours. Educators can support children best through practices which promote a continuity of learning. “Connections and continuity between learning experiences make learning more meaningful” (DEEWR, 2009, pg. 32). Element 1.1.3 of the National Quality Standard (NQS) reflects the importance of ensuring the daily educational program is planned to increase learning opportunities for each individual child (ACECQA, 2011). Therefore, there is a big emphasis placed on a continuum of care through ensuring continuity and connections between learning experiences. Children who experience repetitive resources, will gain new ideas and strengthen knowledge. For example, during the transition to school process, an educator read a book about starting school every morning to the group of children. The story book was filled with illustrations and words that described feelings, emotions, situations, and how to cope with this new change. It has been argued that children thrive on the richness of reading materials and are able to make sense of their world through exploring signs, symbols, and texts (Mackenzie & Skull, 2015). To further extend on the child’s progress during the transition process, the educator would then plan and implement learning experiences which relate to primary school. For example, planning a lunch box week where the families are educated by educators on healthy and nutritious foods to pack in the child’s lunch boxes. During lunch time at the service, the children learn to open and close their lunch boxes and eat packed snacks and meals to prepare them for mealtimes at primary school. Another example of transition is from home to an early childhood setting. Especially when it’s the first time seperating from parents, children can express stress and anxiety. It is evident that children need familiarity to feel confident and safe. Educators need to build trusting attachments with the child, families can support the educator to do so. Relational pedagogy tends to implement working towards an established channel of communication with families through building positive relationships and partnerships. This provides an environment for the child that is filled with security and certainty. The NQS reiterates this in Standard 6.2 “collaborative partnerships enhance children’s inclusion, learning and wellbeing” (ACECQA, 2011, pg. 269). Families are also experiencing transitions along with their children. As an early childhood educator, it is important to ensure we are supporting the families just as much as we are helping the children experience successful transitions. Informing Future Practice Relational families and educator’s pedagogy put high value on the relationships between educators and children. It plays a significant role in the early development of a child’s life. In the past, it has been evident that early childhood professionals were not aware of this significance, therefore families weren’t informed. From my own experience as an early childhood professional, I believe there should be effective measures and steps put in place by educators to continue improving transitions within early childhood settings. Most of these measures should be revolving around the collaboration between all parties involved in the transition process, partnerships with families, relationships with children, and

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professional collaboration among early childhood professionals. With the education, knowledge, and experience we share today, we need to keep in mind the negative and positive impacts which occur during transitions and how this can affect children. As adults, our role is to role-model, teach, and guide children towards a successful future, however that may be. When I observe children, who are displaying challenging behaviours during times of transitions, I will ensure I put the child’s perspective first. This will support me to look at my practices, the environments, and whether I have played my role of support to my best ability. I will also examine the learning environments of which I work in to consider whether effective continuity of learning is being practiced. In addition, I will further educate myself in supporting families who are more vulnerable to lack of knowledge on the roles and purposes of transitions. This will include creating meaningful relationships with families to establish effective partnerships. I will gain appropriate information for family members and share my knowledge with my fellow educators and other stakeholders through regular meetings to encourage open communication. I believe I play an important role in children’s and their family’s lives. I want to ensure I set a positive example for these children and their families when it comes to the rest of their journey in education. Conclusion Change is unpreventable and children will always experience various forms of transition within their lives. The Early Years Learning Framework describes transitions as “the process of moving between home and childhood setting, between a range of different early childhood settings, or from childhood setting to full-time school” (DEEWR, pg. 49). This process can impact children and their families in both positive and negative ways. It can cause a child to become distressed and highly emotional, but it can also bring together a community of people that want the best for the child. During times of transition, children are faced with challenges that will force their development to grow rapidly. They learn new skills, improve their socialemotional capabilities, and experience new places and meet new people. For educators, transitions challenge theory knowledge as each child is always different, forcing the educator to plan and implement various strategies to support the child and their family. For families, transitions can be difficult to know how to support their child during the process, especially when the child begins to exhibit challenging behaviours. To continue the improvement of transitions, Kennedy (2013) suggests, to shift the perspective of educators telling children and families what to do, to another perspective of, let’s do this together.

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References Australian Children’s Education and Care Quality Authority (ACECQA). (2011). Guide to the National Quality Standard. Sydney: ACECQA. Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being and Becoming: The Early Years Learning Framework. Commonwealth of Australia. Kennedy, A. (2013). Transitions: Moving in, moving up and moving on. National Quality Standard Professional Learning Program (NQS PLP), e-Newsletter No.70 www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters 6670/newsletter-70/. Mackenzie, N. M., & Scull, J. (2015) ‘Writing’, in S. McLeod & J. McCormack (Eds.), Introduction to speech, language and literacy. South Melbourne, VIC, Australia: Oxford University Press. Papatheodorou, T., & Moyles, J. (Ed.). (2009). Learning together in the early years: Exploring relational pedagogy. Routledge. Salamon, A. (2011). How the Early Years Learning Framework Can Help Shift Pervasive Beliefs of the Social and Emotional Capabilities of Infants and Toddlers. Contemporary Issues in Early Childhood, 12(1), 4–10. https://doi.org/10.2304/ciec.2011.12.1.4 Touhill, L. (2012). Continuity of learning. Retrieved from Early Childhood Australia website: http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/11/NQS_PLP_E-Newsletter_No46.pdf

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