Child Transitions

D1) Evaluate how nature and nurture may affect the physical, intellectual, emotional and social development at infancy and adolescence.

Physically as the child isn’t playing at playtime they might not be as physically active as they previously were.

• Include a brief description of the physical, cultural and cognitive processes, and social and emotional development at each stage.

Starting primary school is a predictable, intellectual transition, which can be emotionally upsetting for some children. They may experience anxiety and stress when they first attend the new setting or meet a new teacher. There are a lot of changes involved – it will often be their first experience of being separated from their parents for any length of time; their routine changes with the hours at school and the longer periods of concentration required; they need to make new friends, undertake new

Transitions may also involve other changes in the child's life which may be unforeseen or only happened to them E.G death illness. These changes may result in many different outcomes in the Childs education and behaviour. Below is a list of transitions that only happen to some children and young people:

Intellectual transitions include changes such as starting primary school, moving classes, key stages or up to secondary school. Also leaving school and moving on to further education or employment. These can all be very stressful changes for some pupils, others however, may be more than ready for the next big step in their educational lives. Obviously, these transitions are all planned, and known about in advance so parents and teachers are able to discuss any issue, and provide support to nervous children. Our primary school has policies and procedures to make each stage less nerve - wracking for children. In our last half term of the school year each child will be told which class room they are going to be in, with

Q: Explain the reasons why children and young people’s development may not follow the expected pattern.

With children and young people, you must be aware of their age. Children who are anxious or shy (for example, those who have just started school) will need extra reassurance and time. They will need to feel comfortable and valued in their new school. You can help them to achieve this by using words and instructions that they understand, and in some cases physical contact may be needed (for example, a hug). Young children should be given support in developing relationships and understanding feelings, not just their own but also those of their friends and class mates. It is important to

Through out our lives we are confronted by changes. People, places and even our own bodies change. We are faced by ongoing periods of transition as things alter from how they were to how they are now. Transitions can positively or negatively impact on children and young people’s development depending on how they are supported and the change is managed.

3. Describe any behavioral or emotional problems your child experienced during early childhood. Why do you think the problem(s) occurred and what did you do about them?

If they move and have to go to a new school, make new friends ect. As a parent or teacher you can comfort them and let them get used to where they are and not feel nervous or scared about being somewhere new and unfamiliar and help them to make friends, by asking them to join in activities, join an after school club or an out of school club where they will meet new people and get to know

The child will have to meet new friends and will not know anyone there and new teachers and surrounding this can make a child anxious as they wont know where they are. This could cause emotional outbursts or even affect their behaviour and even sometimes can be clingy towards parents / carer. They can make this a stressful time for thenselves and the parents.

1.1 Explain the sequence & rate of each aspect of development that would normally be expected in children & young people from birth -19 years

Practitioners should be aware of any changes in the child's behavior or feelings. For the child starting school for the first time may find it upsetting as they are away from their main carer, however if this was a child starting a new school at an older age such as 8 years old, they wouldn't feel the sense of loneliness as much of a younger child as they are used to being aware from their parents for a longer period of time. The effects on a older child starting a new school or a different year group would be different as they are already in the routine of leaving their parents. This key issue is relevant for all children who are going through a transition regardless of their age, all children will have some sort of effects of a transition in the school setting, whether it’s a big effect or just a slight effect. This key issue is important as if the child is really effected by their transition the practitioners needs to be aware of this and help the child as much as possible to overcome this.

In this section we will discuss transitional objects and what role they play in the development of a child. A transitional object is a physical object that helps toddlers to transit emotionally from a stage of dependence to a stage of independence. The toddler thinks that the object is part of it, and this transition stage enables the toddler to realize that the mother is "not me" as well as separateness of other objects. These objects become vitally important to a toddler when going to sleep and as a defense during anxiety. A transitional object plays an important role in replacing the mother-child bond (Winnicott, 1953).