How Different Types of Transition Can Effect a Child Development

If children are not supported through transitions it could have a massive effect on their emotional wellbeing. Children might fall behind in their development, for example a child might start wetting the bed or having accidents in school. Children might straggle with change in the near future if they are not supported from a young age.

Different types of transition can affect Children and young person’s development in all areas of development. For example; Their emotional development will be mainly affected as they may feel like what has happened is their fault, as their parents may have separated and they are trying to adjust to not seeing both parents every day. They may be struggling with the transition of getting used to a new home when they visit one of their parents or even a new home themselves too. The parents may have been separated for a while but may be having a baby with their new partner or getting married. Although the Child may seem happy about all the changes they are experiencing, they may also feel equally upset as this makes the separation seem more real

If children are going through a transition or change, under no circumstances should they be left alone to deal with their fears and emotions. Teachers should be aware that children need to be given a chance to express their thoughts and the feelings. If the children going through transitions are supported throughout, it will allow them to work their way through and this way the transition will not have a negative impact on their

When children and young people are going through transitions it can be very positive for them if they have strong relationships with people who can support them through the process. Children will need consistency and a good bond, whether it is with a parent, teacher or key worker as this will make the transition easier.

During the transition process parents are given a major role, they are able to take part in all the transition planning and decision making. They recognize that their knowledge and commitment is the key to make the transition process a successful one. That can maximize the level of concern experience by most parents because they mostly worry when they are uncertain of which direction their children life will take. Since parents are deeply involved in this process they develop better understanding about the process and what is best for their children. They are able to help their children prepare for this process by listen to their ideas, their goals, and their dreams, help their child learn the needed skills to start a life of their own, prepare for the IEP meetings and make the most out of those meetings. This process can be seen as a relief to some, because it boost the their confidence in the children ability to achieve and accomplish future goals, provide them with a sense of pride and commitment in the non-stop participation in the education of their children and a greater knowledge on how to continue to help, encourage, and support their

Children and young people pass through a number of different stages as they grow and develop naturally. Children will also be expected to cope with changes such as moving from primary school to secondary school, these changes are called transitions. Some children may have to face personal transitions, these could also include a family illness or if their parents are getting divorced. It is important to understand a child or young person in the changes they are experiencing in their life. It is also key to recognize the role of the child’s parents and carers in supporting their child at points of transition, Also to understand the need for advice and support.

In this essay, I will be working with Samantha aged 17 as her youth worker. I have known her through the local youth centre for a couple of years. I will be doing Samantha experience of transition, play therapy assists with emotions of divorce and how it affected him. Sometimes transition can be challenging to cope with and it can affect a child or younger people’s behaviour. A transition is moving from one condition to another For example from the stages of being teenagers to adolescent. See my appendix at the bottom.

It is when educators help children for the future by building on each child’s past and present experiences, which will enables them to feel secure, confident and connected to people, events and situations that they are familiar with. Transitions between settings offer opportunities and challenges. Assist children in understanding the traditions, routines and practices of the settings to ease the transition process and to help deal with any changes that may

Summer is ending and with that, parents are getting ready to send their children back to school. This usually means there's a new schedule to become acquainted with. For some children, making this transition is easy, for other children it's more difficult. Some children are excited about the prospects of meeting a new teacher, being in a new room and learning new things, while others cringe at the thought of change. Change is not always an easy thing to get used to no matter how old you are. Our clients are going through changes; changes in their lives, changes in their bodies, changes emotionally and changes mentally. Through our Bridges to Parenthood Program we are able to guide our clients through these changes, helping them to develop healthy

Kagan (1992) has described two types of transitions, which are the horizontal and the vertical transitions. Horizontal transitions refers to movement across various settings that a child and his or her family may encounter. For example a child that moves from kindergarten to a daycare service. The vertical transition refers to movement among care and/or education programs, health services, and social services across time (SERVE, 2005). For example, a child may be at a kindergarten but as the child comes of age, the child is required to attend primary school. Vertical transitioning tends to be linked with the moves or changes between context and/or setting, e.g. pre-school and school but also between grades and various teachers (Walsh et al,

According to Mary Louise Hemmeter, Michaelene M. Ostrosky, Kathleen M. Artman, and Kiersten A. Kinder, there are a few children who have trouble transitioning. The challenge behavior occurs mostly when there are too many transitions. Another reason a child may be having difficulties transitioning is that he or she has a disability. For example, not being able to process the directions fast enough. Some children have trouble going to different activities because they do not want to stop doing what they are doing. Research states that having roles, identification, and strategic placements for adults can minimize behaviors during transitioning. Having roles for the children can get them doing something, and having their own little job to do in the classroom. For example, setting the table, washing the table off, watering the animals, etc. The identification requires having a picture of how to transition and what is expected in a certain center. The placement for the adults is giving the children five to ten minutes to get ready to move from station to station and having an adult there to know where they go. Another way to minimize behavior is music while the children are transitioning. The children can sing along if they know the songs. One more way to help with

A successful transition to school involves children, families, early childhood and school professionals to build strong, positive, collaborative and supportive relationships through regular and meaningful exchange of information of different perspectives from various stakeholders. During the preschool to primary school transition, children potentially will encounter physical, social and pedagogical discontinuities in their experiences of starting school. Although the transition practices exercised in the school sought to nurture and maintain relationships among key stakeholders, the management team and other members of staff need to work further to establish practices which assess and address the needs of individual children more accurately.

Transitions are based on the development of each child, infants require a great deal of one on one attention. Whereas, toddlers crave a reduced amount as they are beginning to venture off by themselves. Within each academic year, the transitions become more focused on academics, therefore, containing more structure, being seated for an extended period of time, as well as responsibilities. An infant’s semi-scheduled classroom allows them to do anything they necessary when they desire, but once they grow older the environmental structure increases. Whether transitions occur an infant or early childhood setting it is equally important to include significant elements, such as building on a child’s past and present experiences; make certain that

This transition is a very emotional transition. The child may be used to living with both parents and

Throughout the process of growing up there are multiple emotions and situations a child may face, they will not always be easy to overcome. The most prominent emotions or stages are anger and pessimism, feeling neglected, the issue of trying to find yourself, and lastly a brokenness that is a mixture of being misunderstood and impulse.