3.1 Describe the Different Transitions Children and Young People May Experience

The three hardest transitions for a young child are nap time, drop-off time and departure. These are the hardest because they make the child completely shift from one activity to another. Some children do not like to leave the activity they were doing to do something completely different. One example of how to ease nap time is to do a calm activity beforehand. It is important to not do something completely active before nap time because it will make the children not want to sleep. It will also make the transition easier because the child will not be going from one extreme to another. To make drop-off time easier I will make each child feel welcomed and gain his or her trust. Children sometimes have a hard time being separated from their parents

To the average person, moving is not an unusual occurrence. As a child, I moved from place to place ever since the age of two. However, on the account that I was still under the school age, the matter of moving did not affect me as much. It was when I was twelve, that my life took a drastic

As children move from adolescence to young adulthood, they encounter dramatic physical, emotional, and lifestyle changes. Developmental transitions, such as puberty and increasing

The transition from childhood to adulthood is a defining phase in the lives of many people. For some, it involves tradition and celebration; while for others it occurs in a defining moment. For me, the transition was a gradual process involving growth through leadership in middle school and high school.

Strategies to support a child who is experiencing a transition is that the practitioner should

From investigating the transition of a young person coming out as LGBT+, I have come to realise how much it affects the young persons life. Before this topic, I thought that there was a lot of support available for young people when they come out, however, I have become aware that there is a lot less than what I originally thought. This will affect my future practice, as I have learnt that there needs to be more support, especially for young people, for those who are LGBT+. To further this, I would get training to support LGBT+ students, and to tackle phobic behaviour towards them, it would also allow me to be able to train the practitioners I work along side as well. By practitioners being trained in topics like LGBT+, they will know who to approach

Less attention has been paid by educational researchers to what are sometimes referred to as ‘education-associated transition processes’ (Fabian and Dunlop, 2007: 11), those less-formal changes in children’s lives and routines that occur outside institutional settings. Nonetheless, these apparently ‘peripheral’ changes may in fact crucially and continuously shape children’s

“She understood that the hardest times in life to go through were when you were transitioning from one version of yourself to another.”- Sarah Addison Allen. Transitioning from childhood to adulthood can be a very challenging time, but it is a necessary transition that has to occur. Accomplishments and events within a culture, community, or family can help a child mark their entrance into a mature state, adulthood.

In general, individuals are constantly changing across the lifespan through the influence of psychological, biophysical and environmental factors. Psychologically, individuals change based on time period, adaptation to environmental situations, reaction to new challenges, and knowledge acquisition. For Infancy and Aging groups, developmental periods are different from other developmental periods in the sense that both Infancy and Aging are age-graded transitions.

Prior to entering the field, the aim of the research was to undertake a qualitative, interview based study of young people’s transitions. However, as this chapter will begin to outline, participant observation at Crayville and Realclub unearthed high aspirations which young people found difficult to achieve and the problematic stigmatisation that their communities faced through gang and deprivation labels. It was through such discussions that it became apparent that young people were more equipped to identify issues that were important to them. In consideration of these questions and the inert nature of youth transitions today being experienced differently by different groups of young people, it is of critical importance for this research that the voices of young people transitioning to adulthood are prioritised in ensuring the same generalisations about youth transitions are not made to the young people within this research. Without this priority there is a danger the research would, to an extent, serve to reinforce the power dynamic between those in power (youth workers, education providers and researchers) and those subject to it (the participants of this study) subsequently shaping the research design and ultimately its findings.

Some would say moving is a terrible situation for children, and that it could harm their well-being, but in my experience, it changed me for the better. Relocating is a difficult situation for any child or teenager. Moving forces you to leave behind all of your friends, but also gives you no choice but to make new ones. In school, you abandon your current curriculum and lessons and trade them for new ones. Which, in turn, teaches you how to catch on to new ideas and topics rather quickly. They say hindsight is 20/20, and I couldn’t agree more.

Adult children are created by what the adult has experienced within their children hood. A

Transitions are normal happening in a child life. However, some of them could be planned and unplanned and so it can have

As time progresses, children and caregivers begin to establish comfortable connections without being in the family's presence. The kids start to trust others with their needs. The caregivers become aware that every individual is different and learn to value the children more. They discover each child's feeding, and sleep preferences. As well as, their temperament, and play interests. Children begin to explore and learn new things and get to interact with other children as well.

Sometimes how a day ends is never how it begins. This was relevant on the day I was told my grandmother died. The news came at the worst time possible. I was spending the day in Delavan Wisconsin at my friend Hannah’s lakehouse tubing and swimming. My mother called with the devastating news, and our vacation came to a sudden close. To hear news that makes the world turn upside down is frightening. It is seldom expected, and traumatic when it occurs. During this, Hannah, our families, and I had spent a long day out on the water, enjoying the break from summer sports when my mother needed to visit my grandmother’s home to check on her. She had Alzheimer’s she lived with us for two years when I was much younger.