Child Transitions 

Transitions to and from Early Head Start

All transitions involve children, families, education, health, and family-community engagement staff. They are a coordinated effort of multiple program content areas. The transition process for each child and family enrolled in the program includes coordinating the transfer of records with the child's following setting and parents; encouraging communication among current staff, staff from the child's following setting, and parents to facilitate continuity of programming; initiating meetings involving parents, teaching staff, and other designated staff; and initiating joint transition training for all appropriate staff and parents. Transitions are planned in alignment with the continuity of relationships model to the furthest extent possible. Before the child's start date in the program, the parent, classroom primary teacher, and assigned staff meet to discuss and develop a strategy for each child's introduction into the program. This includes documenting each child's temperament, feeding, napping, diapering schedule, particular concerns such as allergies, medication/medical needs, and finalizing an authorized pick-up list. Parents are encouraged to share insights about their child(ren) to help teachers to serve each individual child best. The program may ease new EHS children into the program with a gradual introduction process, including beginning with an abbreviated day or having the parent present, if necessary.

The program starts transition planning six months before each child's third birthday. Teachers include transition activities in their lesson planning. Transition planning starts even earlier, as needed, and is an ongoing process integrated into the family partnership plans. Children's transition plans include the steps to transition them from infant/toddler/two-year-old programs to preschool settings. When children with diagnosed disabilities, ages birth to three, have an IFSP, transition services are provided as stated in that plan.

Transitions from Head Start to Kindergarten

For children who will enter kindergarten in the following year, the program implements strategies to support a successful transition to kindergarten, such as arranging a visit to the new school ahead of time to meet the teacher see the classroom, and role-play daily routines so children know what to expect and are prepared to handle their new surroundings.

Suggested Program Activities for Transitions 

Infants

• Increase self-help activities

• Plan opportunities for more social activities

• Plan informal visits to the toddler classroom

• Plan formal visits to the child's receiving classroom with parents

• Finalize transition plan with parent input

• Transition from sleeping in cribs to sleeping on cots

Toddlers

• Prepare children for walking up and down stairs; discuss safety

• Plan a walking tour to observe early childhood children participating in classroom activities

• Plan informal visits to the classrooms-meet teachers

• Plan formal visits to receiving classrooms with parents, increase literacy and language activities; read stories and discuss the transition

Additional Suggested Transitions Activities:

• Programs will conduct the following activities to assist parents with Head Start/Kindergarten transition

• Invite parents to visit the classroom that the child is going to or provide some information from the local public (newsletters, special events, open house dates)

• Provide a book list for parents to read at home with their children.

• Give suggestions and ideas on how they can volunteer at the new school

• Receive information about their rights and responsibilities in the new setting, such as local school councils.

• Family support staff will foster communication between appropriate staff and their counterparts in the schools to facilitate continuity of learning and development, consistent with privacy requirements.

• Education staff shall invite school staff to participate in joint training and professional development activities with Head Start staff.

The Transition of Children with a Diagnosed Disability

GHC has transition plans to ensure the new setting aligns with the family's needs and goals. Family support staff and teachers work with families to develop transition plans for children and families. Agencies will also work, with parental consent, to establish data-sharing agreements so child assessment and other relevant data can be shared with the new early learning and development setting to facilitate continuity of services. An interdisciplinary team must be established to meet with the parent/guardian before any transition. A transition plan template and guide ensure a smooth transition for the site's child, family, and learning environment. Training will occur annually to ensure thorough implementation of the transition process.

The transition from Early Head Start to Head Start will begin at 2.6 years of age. The program will collaborate with the parent and Child and Family Connections to ensure a transition meeting promptly to determine eligibility for services under Part B of IDEA. A transition meeting will take place with the diverse learners' families to discuss the transition process from Head Start to kindergarten. The program will collaborate with parents and Chicago Public Schools to support the child and family when transitioning to a new setting.