Transitions Attachment theory John Bowbly What are transitions

Transitions Attachment theory – John Bowbly

What are transitions? • In terms of child care a transition happens occurs when a child moves from one care situation to another

Common transitions • • Attending a setting for the first time Moving within the setting New living arrangements Young people leaving school to start work/college

Effects on social and emotional development • • Unsettled behaviour Crying/Distress Fear of going to the setting Problems with behaviour Regression Children can become withdrawn Clingy behaviour to the primary carer Problems sleeping

Supporting children through transitions This can take place through a process of two stages: 1. Before the transition 2. During the transition

Before the transitions • Prepare them for possible transitions by talking about them in circle time, role play, story time. • Arranging a visit to the setting. • Allow plenty of opportunities for children to express their feeling through imaginary play. • Give children opportunities to experience increasing independence in lines with their needs and abilities, dressing themselves, putting toys away etc.

When the transition happens … • Encourage children and parents to say goodbye to one another. • Provide reassurance for the children. • When appropriate, families should ideally have access to children, e. g. children at hospital should have parents staying with them. • Allow children to bring in comfort objects. • Show the children around to become more familiar with the environment.

When transition takes place cont’d • Provide interesting activities, appropriate to the child’s age needs and abilities. • Provide positive images of people, reminders of the child’s home culture. • Be supportive while allowing children time to adjust to their new situation. • Advise families that children may experience unsettled feeling while they adjust to the transition. • Provide ways to involve families in the child’s experience to assist the transition from the setting to home.

Evidence based practice to support transitions • Evidence based practice id best described as the systematic use of the best available evidence of what works when reaching decisions about how best to care for or support the children in our care (Forbs, Blake, Hill 2004)

• Evidence based practice to support transition • Summative reports/ assessments on the children providing information on development. • Transition documents containing information regarding child development. • Observations, general knowledge about the child likes/ dislikes.

The impact of poor transistions • Bronfenbrenner (1979) believed the environment in which children develop is a major influence on their ability to be successful learners. • Children who have been traumatised by poorly handled transitions will naturally assume all transitions will be equally traumatic. • Bronfenbrenner believed a positive partnership between home and the setting during transitions makes the event less stressful.