These provide prompts to help practitioners reflect on the on their support of transitions, identify successes and challenges and to note changes they would like to make.
These materials share examples of how different early childhood settings developed their practice in relation to supporting transitions.
These materials provide tip sheets for practitioners on how they can support their child's learning during periods of transition.
A template is provided to help practitioners plan for changes in a particular area of their work in supporting transitions.
Photos from a range of early childhood settings offer additional ideas about supporting transitions.
At arrival time,parents are asked how children slept and their general demeanour
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Children's home routines, sleep positions and eating patterns are followed closely
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Children are given roles during daily transitions, for example, tidying up
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The first few times they leave their child parents can wait in a comfortable space
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Updates on children's learning and development are shared with the wider team
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Written information about the child's family, interests and likes are recorded
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There are regular opportunities for formal and informal conversations with parents
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Written information is shared to support a child's transition
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A child’s first language is respected and used when possible
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Children make decisions about the daily routine, for example, whether to go outside
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Picture routines and visual aids help children predict what will happen next
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New and previous key persons share information before a child moves room
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Reminders of home such as photos or comfort objects are provided for children
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Time is made to chat to parents each day
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Children are encouraged to take the lead during daily transitions
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NCCA, 35 Fitzwillam Square, Dublin 2, Telephone: +353 1 661 7177, Fax: +353 1 661 7180, Email: email@example.com