6. Transitions are Important
Everyone is making a transition to new circumstances e.g. having been at home or in a Hub. We should treat the return to settings like it is a new start and apply the principles attached to such a time - go gradually and slowly. Think enhanced transition. Some children may take longer and need a more graduated return than others. Be flexible and respond to individual needs. You may want to consider restating/ identifying key adults/points of contact for children to ensure good communication. Listening sensitively to families about their experience is crucial.
In this video, Suzanne Zeedyk talks about the importance of transitional objects, which can be a piece of clothing, a scent or some other sensory form of comfort linking the child to home.
Child-Centred Transitions in the New Context
Realising the Ambition: Being Me
How can we be child-centred?
You can do this by referring to Realising the Ambition: Being Me the National practice guidance for early years in Scotland. It provides a very useful starting point for discussions and signposts to additional information. Section 8 in particular, contains specific guidance on transitions.
Take a look at page 96. The five ‘c’s structure can be adapted to suit the uniqueness of each setting and school environment.
Use the five ‘c’s as the basis for intentionally planning your transition programme.
Click here for more information:
Give staff, children and families time to meet, share and reconnect. This will be needed for the foreseeable future. Children will need this every day. Staff will also need more regular meetings. Starting and ending sessions will be vitally important. Make sure you give enough time for these parts of the day and think about how you are going to use them.
This site has a list of books that families and practitioners can read with children about the separation anxiety they may feel on coming back to their setting.
Ready, Steady...Sing!
East Lothian Council's Transition resource is aimed at families and Early Learning and Childcare settings as they support those children who will be getting ready to transition into school. Full of activities that are accessible, motivating and fun together with complementary guidance.
Give staff the chance to walk round the setting, individually and in groups as appropriate. They will need time and space to reflect on risks and voice concerns before they can start to consider solutions. Think about how to prepare the children for the change - virtual tours, photographs, a letter or phone calls. Let them know where they will be based and who will be in their group/room - children and staff. Maintain continuity where possible. This will enable families, where they can, to support the changes. Prepare for new routines at the start and the end of the day e.g. videos, photographs, modelling. Visuals and social stories will help everyone adapt to the new structures and routines.
Check out Athelstaneford Primary School's virtual school tours for inspiration.
Communication: making digital connections
Things to think about when creating a virtual tour…is this for the child or the parent/carer?
When filmed at adult height can children fully relate to what they are seeing? Do they see the same things as you?
Does the commentary build in thinking and reflecting time for the child viewing the playroom/ classroom/outdoor spaces?
Does the language you use speak to the child? Try to avoid the language of compliance-rules to be followed, rather suggest how children might safely use a particular space. Invite suggestions from children/parents
Read full details in the PowerPoint presentation:
A school Information Booklet is another way to connect with your children and families.
Support everyone in the setting to regulate (sensory, emotional & cognitive regulation) and offer supports for times when they cannot. Remember, only a well regulated adult can support children who are struggling. Ideas to consider – familiarity where possible, give opportunities for physical movement and outdoor play, options for quiet time (staff and children), mindfulness activities and snacks. Model and encourage listening, open body language and animated curious conversations.
