Unit 006 A4 Transitions
006 A4: Transitions Tia Richards
Support that can be given for emotional transitions include:
Reassure the child and allow them to express their own feeling with you.
Work closely with the parents/carer(s) and share information on the child’s needs.
Explore resources and look out for further information from specialist organisations.
Work together with other practitioners, and try to learn more about the child.
Support that can be given for physical transitions include:
Promote the child’s independence
Encourage communication by giving the child opportunities to express their feelings.
Work closely with the child’s parent/carer(s)
If a child is new, allow them time to settle in.
Try to gather information on the child’s likes and dislikes
Spend 1:1 time with the child to allow them time to get to know you and build a relationship
Support that can be given for Physiological transitions include:
Work closely with parents/carer(s)
Gather further information from specialist organisations to assist you
Reassure the child/young person and allow them time to communicate and ask questions
Encourage their independence, but be careful not to let them believe they have no one to talk to
Support that can be given for intellectual transitions include:
Work closely with fellow practitioners, and share information about the children’s needs, likes and dislikes
Offer the child ‘settling in’ sessions, where they can visit the room they might be moving to, to see what its like and help them to understand the rooms routine
Involving the child with the transition so the child understands better as to what will be happening
Allowing the child to spend time with the person who will be with them in the future
Support that can be given for emotional transitions include:
Reassure the child and allow them to express their own feeling with you.
Work closely with the parents/carer(s) and share information on the child’s needs.
Explore resources and look out for further information from specialist organisations.
Work together with other practitioners, and try to learn more about the child.
Support that can be given for physical transitions include:
Promote the child’s independence
Encourage communication by giving the child opportunities to express their feelings.
Work closely with the child’s parent/carer(s)
If a child is new, allow them time to settle in.
Try to gather information on the child’s likes and dislikes
Spend 1:1 time with the child to allow them time to get to know you and build a relationship
Support that can be given for Physiological transitions include:
Work closely with parents/carer(s)
Gather further information from specialist organisations to assist you
Reassure the child/young person and allow them time to communicate and ask questions
Encourage their independence, but be careful not to let them believe they have no one to talk to
Support that can be given for intellectual transitions include:
Work closely with fellow practitioners, and share information about the children’s needs, likes and dislikes
Offer the child ‘settling in’ sessions, where they can visit the room they might be moving to, to see what its like and help them to understand the rooms routine
Involving the child with the transition so the child understands better as to what will be happening
Allowing the child to spend time with the person who will be with them in the future