There are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development. Understanding Transitions in the Early Years explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, the book: draws together evidence from neuroscience, attachment theory, child development and childcare practices provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition looks at ways to reduce the number of transitions including the key person approach offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection this thought-provoking text emphasises the little things that practitioners can do for the individual children in their care to help them feel secure and confident when dealing with change.

"The text is wide-ranging and discusses different approaches and examples of good practice in supporting transition, from around the world. ... Supporting Transitions in the Early Years gives early years practitioners a real insight into the theory that should underpin high quality everyday practice for everyone engaging with young children." Early Years Update Supporting Transitions in the Early Years explores the whole range of early childhood transitions, rather than simply looking at starting school or pre-school. It helps parents, practitioners, policy-makers and Early Years students at every level, to understand and support the successive transitions made by young children from birth to five. Starting from a discussion of the rapid pace of change in current societies, and children's need to acquire flexibility and resilience in adapting to change, it offers examples of transitions such as: Babies and toddlers moving into under-3s care Pre-schoolers moving into school Reception children moving into formal learning classrooms Support for the transitions of children with English as an additional language or special needs At each stage, individual case studies are discussed in relation to relevant theories of development and learning, and contemporary perspectives on children's well-being and children's rights. The international case studies offer clear examples of the ways that adults in high-quality settings can work together with parents to strengthen children's positive dispositions. The book highlights key qualities - resilience, resourcefulness and reciprocity - which adults should seek to foster in children, to facilitate their current transitions and prepare them for a future of change. The author also underlines the importance of listening to children from birth onwards, if we are to offer the kind of caring and educative environments that will best support their well-being.

Designed to facilitate professional development and critical reflection in the leadership of services for children and families, this book will enhance the understanding of readers from a range of disciplines and at varying levels of study. Packed with case studies depicting the experiences of children and their families in transition and exploring a wide range of scenarios, the chapters: - explore transitions from a range of perspectives - discuss the value of developing collaborative practice in deepening awareness of children′s views and experiences - look at examples of contemporary practice - consider the ethics, policies and law relating to current issues - enrich the reader′s understanding of professional responsibility Each chapter contains a chapter overview, a case study and suggestions for further reading. This book is relevant to all practitioners working with young children and their families and to all those studying early childhood. Lyn Trodd is the Head of Multi-Professional Education at the University of Hertfordshire

Life transitions differ concerning the intensity of the change and the intensity of the child’s reaction to that change. For most children, the first and most significant transition is from the family home to an institution of early care and education, which includes preschool. These transitions can also include children's passage from kindergarten to elementary school. However, the intensity of the child's reaction is related to the size of the change that is happening and also to who or what is involved in that change and the importance a child attributes to that someone or something. Supporting Children’s Well-Being During Early Childhood Transition to School is an essential scholarly publication that examines evidence-based practices and approaches that fully support a child’s well-being during transition periods in early childhood. It serves as a resource to rethink contemporary transition theoretical models, research studies, and applied practices. Featuring a wide range of topics such as emotional competency, language learners, and professional development, this book is ideal for academicians, psychologists, early childhood educators, daycare centers, curriculum designers, policymakers, researchers, education professionals, and students.

This title looks at how to support young children during the many transitions they go through in their early education. This book includes how to: support transitions between the home, childminders, pre-schools, reception classes and Key Stage One, manage stress-free transitions and effective communication.

The contributors of this book seek to find how children cope with transition from home to the first settings of their education and whether there are ways in which professionals can better support and empoer children in transition.

An increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to children’s transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range of people involved in transitions, and to the benefit of everyone, not least the children, whose ‘transitions capital’ will grow. Informing Transitions in the Early Years is essential reading for early years students, practitioners, policy makers and researchers.

In early childhood settings, children spend much of their time handwashing, dressing, napping, and on other routines and transitions. Turn these routine daily activities into learning experiences. By using transitions wisely, you not only help children develop skills but also run a more efficient, calm program environment. In addition to discussions on developmental issues, environments, educational values, and hygiene, this book includes examples of games and rhymes that help children accomplish daily transitions with ease. Not just another activity book, Routines and Transitions is the most comprehensive review of current theory and practice in this area; an excellent introduction and training manual for new child care staff; and an in-depth refresher course with new insights for experienced caregivers.

This title looks at how to support young children during the many transitions they go through in their early education. This book includes how to: support transitions between the home, childminders, pre-schools, reception classes and Key Stage One, manage stress-free transitions and effective communication.

This volume explores the key developmental transitions that take place as 1- to 3-year-olds leave infancy behind and begin to develop the social and emotional knowledge, skills, and regulatory abilities of early childhood. Leading investigators examine the multiple interacting factors that lead to socioemotional competence in this pivotal period, covering both typical and atypical development. Presented is innovative research that has yielded compelling insights into toddlers' relationships, emotions, play, communication, prosocial behavior, self-control, autonomy, and attempts to understand themselves and others. The final chapter presents a systematic framework for socioemotional assessment.