Birmingham Childminders: Supporting Transitions
Written by Safiaya Abowath-Tulloch, Early Years Consultant (EYC) for Inclusion
Hello Birmingham Childminders! In this blog post we’ll explore:
Transition definition
Types of transitions
Barriers to a successful transition
Effects of transitions on children’s development
Key factors for planning and supporting smooth and successful transitions
Best practice checklist
Guest contribution from Steph Tomlin, EasyPeasy Community Manager, on the benefits of using the EasyPeasy app
Supporting Transitions in the Early Years
‘Transition’ is a word that is often heard and used throughout the year by practitioners within the early years, for example, preparing and supporting a child with a move from nursery to a childminder. For those reading this blog, this may come as a surprise.
In my earlier years working with children, I believed transitions only took place at the end of the summer term when children moved from nursery to reception class (something I am guilty of).
Over time, I have learnt with experience and these experiences helped shape my knowledge and understanding of defining transition:
‘Transition is a process, where at different stages children, young people, and adults included, experience a significant change or event in their lives.’
Types of Transitions
Children, including adults, will experience change at some point in their lives. Many transitions are common in most children and are anticipated, however, some events may be unexpected.
Practitioners must remain alert and carefully consider the support offered to the children and their parents during this period. As change can be a worrying time, maintaining effective communication and sharing information with the parents will give reassurance and provide comfort.
As childminders, we should be aware of the categories of transitions experienced by children and children with SEND, determining the differentiated support offered to the child and their parents for a smooth and successful transition.
The image below displays the four different categories of transitions:
Diagram: The four categories of transitions
Emotional: A change that relates to a child or young person’s personal experience, for example, parental separation, death of a pet or moving into foster care.
Physical: A change relating to their environment or surroundings, for example, moving house or transitioning from nursery to childminder, liquid to solid foods
Intellectual: A change due to reaching the end of a key stage.
Physiological: A change in a child that occurs due to medication, or chronic illness, for example, asthma, or allergies.
Barriers to a Successful Transition
Change whether expected or unexpected can be an unsettling and upsetting time for the child and their family as they enter an unfamiliar stage. If careful consideration is not given and the absence of appropriate support during the initial planning stage, this may add to further anxiety in the child becoming withdrawn.
Barriers appear in many forms, from physical to lack of communication. Below are some examples of barriers children may experience:
Communication: Communication is vital in any relationship as this helps to build a good rapport between individuals. Lack of communication between the practitioner and parent could create missed opportunities in providing adequate support to the child in preparing for the transition.
Limited parental support: Parents/carers show little or no engagement, this could be, for instance, parents/carers not actively sharing relevant information with the childminder, which may ultimately impact when meeting the needs of the child.
English as an additional language (EAL): Resources and materials within the setting do not reflect the child’s needs.
Restricted access: Limited or no access for the child to enter the setting.
Needs of the child: The child’s needs are not considered During the planning stage, for example, the child living in care. The change in environment may trigger a change in the child’s behaviour or emotional outbursts.
Early Years Entitlement (EEE): The child and their family are disadvantaged where there is no flexible approach to EEE delivery.
Routines: Limited or no preparation planned into routines, resulting in the child experiencing difficulties with coping with the new routine.
Key Factors for Planning and Supporting Smooth and Successful Transitions
Planning and supporting a smooth and successful transition requires commitment from those working with children. It is important that children and their families are supported before, during and after.
This is where the role of the childminder is vital in working with the child and their family to manage the period of change with sensitivity and care.
Here are a few key factors to consider when supporting transitions:
Building relationships: Maintaining an effective and regular dialogue with parents/carers take place at the right time to build opportunities to collect and share key information that may be required to support the child during the transition.
Enabling environments: Resources/materials are appropriate and inclusive, and visual cues reflect the child’s needs. For example, liaise with the local nursery or school setting to donate uniforms for display purposes within the childminder setting.
Child-centred pedagogy: Careful consideration is given when planning play-based opportunities, that consider the child’s needs.
Routines: Routines are well planned and considered, reflecting the child’s needs.
Preparation All children including children with SEND will face challenges of adjustment and adaptation. Therefore, time and individual planning by the practitioners are required to ensure a smooth transition.
Procedures in place: Effective and robust transition policy is in place outlining the strategies employed before, after and during the transition period.
Partnership working: Practitioners work closely with everyone who cares for the child to ensure continuity between everyone involved and the best possible outcomes can be achieved for the child.
Best Practice Checklist
Be sensitive to the child’s needs and think about how the transition might be affecting them
Fostering positive relationships
Ensure children are given the opportunities to talk about and discuss what will be happening
Adapt and modify activities to suit the child’s needs/abilities
Use language and vocabulary according to the child’s stage of development
Keep an eye out for any changes in behaviour
Embracing equality, diversity & inclusion
Use resources/materials to support the transition
Welcoming environment
Maintain effective communication with parents/carers
Guest Contribution from Steph Tomlin, Community Manager at EasyPeasy
What is the EasyPeasy App?
The EasyPeasy app brings together the best ideas, advice, and inspiration from a global community of parents, experts, and parenting brands, supporting parents and their 0-5 year olds during the crucial early years. Our philosophy is evidence-based and simple. Early child development is fuelled by real-world interactions between parents and their children. The EasyPeasy app is designed to help create playful, positive connections that help families grow and thrive.
EasyPeasy has partnered with the Department for Education and Speech & Language UK, to give families in Birmingham the skills and tools they need to support children’s speech, language, and communication development.
Childminders in the spotlight!
We all know how important Childminders are to children, families, and the early years sector. Every month we would like to feature a childminder in our blog so that our partner colleagues, neighbouring services, and the whole sector can see the amazing work that childminders do!
If you would like to share your story and be featured in a future blog, please complete the following:
Name
How long have you been a childminder?
How would you describe yourself in three words?
What does your childminding setting offer?
What has been your biggest personal achievement and what has been your biggest achievement as a childminder?
Why did you decide to become a childminder?
What do you want parents and professionals to know about childminding?
Who do you look up to and why?
What does Birmingham mean to you?
Please include a photograph of yourself to accompany your submission and email to Safiaya Abowath-Tulloch (safiaya.abowath@birmingham.gov.uk)
Network meetings for support
Every two months, we hold a virtual ‘Teams’ network meeting. These meetings are an opportunity for childminders across the city to meet up, offer peer support, and share ideas and information. The meetings also regularly have guest speakers from other sectors to share information and processes with the childminders.
Upcoming childminder network meeting dates are listed below. If you would like to attend, please register via the link(s) in the relevant meeting listing(s).
For further information contact: EarlyYearsSeminars@birmingham.gov.uk