Outcome 3
Know how to support children and young people experiencing transitions
1. Describe the different transitions children and young people may experience
During a child and young people’s lives they will undergo some changes, some been good for example, moving to a larger home and some been bad for example, moving country or moving carers after a long period of time. Other types of transitions include;
Emotional – change in family circumstances for example parents may separate, someone close to the child or young person may become ill or die, siblings may be born.
Physical – change in location is a form of transition that children and young people go through.
Physiological – children or young people may become ill or develop a medical condition that requires medical treatment.
Intellectual – children or young people may have to move from nursery to nursery.
Daily transitions – children or young people go from parent to practitioners as part of the settings routines.
2. Explain how to give adult support for each of these transitions.
Giving support to children and young people during transitions depends on the age and the difficulty of the transition and how sudden the change occurs. There are some specific ways of supporting children and young people through transitions;
Emotional – changes in family circumstances; work closely with parents and share information of the child or young person’s needs. If a child or young person was to be told some bad news the practitioner’s role is to reassure them.
Physical – if a child and young people are new to the setting they will have time to settle in and do 1:1 activities so that the child and young person get’s to know the practitioners in the setting.
Physiological – if a child or young person had a special need the practitioners aim would be to work closely with parents and other professionals involved learning more about the child or young person’s needs and be ready to reassure the parents and child or young person.
Intellectual – if a child or young person moves from nursery to nursery the practitioner’s role is to work closely with each other to find out more about the child or young person’s likes and dislikes and strengths and interests.
Daily transitions – some settings have books called ‘learning journeys’ and ‘daily routine books’ and these books have pictures and information about what the child or young person has done throughout the day. When children or young people go from parents to practitioners it is vital to give them some time to un-attach and let the parent do the hand over.
Outcome 4
Be able to support children and young people’s positive behaviour
1. Explain how a work setting can encourage children and young people’s positive behaviour
It takes time for children and young people to realize whats good behavior and whats bad behavior. However there are many ways in which children and young people learn about good behavior for example;
Developing positive relationships so that children and young people will not feel they need to get attention from practitioners by acting negatively.
Listening to children and valuing their opinions.
Providing a stimulating and challenging environment.
Well planned experiences will eliminate the child or young person from getting bored.
Meet individual children or young people’s needs.
Children and young people often copy what an adult does so it is important adults are role models.
Setting clear boundaries help encourage children and young person’s positive behavior
Positive behaviour reinforced for example; praise and rewards.
Following behaviour policy
Following plans for individual behaviour
