fc1.4

1. Unit 1.4 Promote children’s
emotional well-being

2. Learning outcomes
• Identify transitions and significant events that a
child may experience
• Describe potential effects of transition and
significant events on a child’s life
• Explain the role of the early years practitioner in
preparing a child for a planned transition
• Explain the role of the early years practitioner in
supporting the needs of children during transition
and significant life events

3. LO3. Understand the needs of children during transition and
significant events 3.1
Time: 15 mins silent debate
• What do you understand by the term ‘transitions’?
• What kind of transitions do people have in their lives? List
them.
• How might we be affected by these?
• Write a list of possible positive and negative effects of
transitions.
• Using your sugar paper answer the questions above

4. LO3. Understand the needs of children during transition and
significant events 3.1
Transitions are changes or moves, in this case from one stage of life to
another. The first transition that a child might make could be moving
from home to a child-minder. How these transitions are handled by
both parents/carers and practitioners is very important for the well
being of the child.
Significant events would be experiences in a child’s life that may affect
their development such as the divorce of their parents.
• Consider the types of transitions a baby and child might experience.
• List significant events that a child might experience in their life.
Transitions and significant events

5. LO3. Understand the needs of children during transition and
significant events [AC 3.1]
• Children will often be apprehensive about any changes, leaving the
familiar and moving to somewhere new and unknown. Their
worries may be simple such as ‘where are the toilets?’ or more
deep seated, for example, worrying about bullying. If these
concerns are not recognised and addressed, then a child’s learning
and development may be affected.
• Significant events in a child’s life, for example, the death of a
parent, can have a traumatising effect on a child unless they are
recognised and addressed by the practitioner. The child may not
always display signs of distress, but it is the practitioner’s duty to be
sensitive to the needs of the child and be ready to support them
where necessary.
Potential effects of transition and significant events on a child’s
life

6. LO3. Understand the needs of children during transition and
significant events [AC 3.2]
Time: 15 mins
Read the article on the Young Minds website entitled ‘Young
Minds in Schools’.
Discuss and answer the following questions:
• Why might some children find it easier to cope with transition
and change than others?
• How important is the concept of attachment when coping
with a transition?
• How might a transition affect a child’s behaviour?

7. LO3. Understand the needs of children during transition and
significant events 3.3
It is very important for the practitioner to prepare the child for the
forthcoming transition. They need to be sensitive to the child’s concerns and
should try to answer all the child’s questions honestly.
There are many ways that the practitioner can prepare the child for the
transition, for example they can:
• arrange visits to the new setting
• use ‘circle time’ to address issues and concerns
• empathise with the children, try to see things from a child-centred point
of view
• ensure that all information is passed on to the child’s ‘new’ teacher
• create effective links with other practitioners, in case follow up support is
needed.
The role of the early years practitioner in preparing a child for a
planned transition

8. LO3. Understand the needs of children during transition and
significant events [AC 3.3]
Time: 15 mins
In your group, complete your given activity below. Discuss how you
would support the child in question and devise an action plan.
• You are about to receive a child who has moved from another part
of the country – how do you prepare a smooth transition for them?
Group 1
• You have a number of children who are moving from your
placement (a nursery) on to a reception class in a different school –
what steps can you take to ensure that you minimise any distress to
them? Group 2
• A child’s family is experiencing a break up and a divorce – how
would you support a child through this transition in their life?
Group 3

9. LO3. Understand the needs of children during transition and
significant events [AC 3.4]
• As well as being aware of children’s concerns about transition,
practitioners should also be sensitive to their needs.
• Children may not always voice their concerns, but their behaviour
may be a sign that they are anxious, for example, bedwetting or
regressive behaviours. The practitioner will need to identify exactly
what the child’s needs are – they may need to learn some self-help
or organisational skills, especially if they are moving on to primary
school where there may not be the same level of adult support.
• Children may need to talk about their fears, cuddly toys can be
useful here – the children can address their concerns to the cuddly
toy, e.g. ‘Teddy is worried about changing classes, what are some of
the questions that he has?’
The role of the early years practitioner in supporting the needs
of children during transition

10. LO3. Understand the needs of children during transition and
significant events 3.4
Time: 15 mins
Josh is about to move from nursery to primary school. He has
previously appeared to be a confident, friendly child. However,
he has, recently, begun to become more ‘clingy’ to his key
person and tearful at the end of the day.
• What fears might Josh have?
• Use these to help you identify his needs.
• Then consider how you can support those needs.

11. LO3. Understand the needs of children during transition and
significant events [AC 3.4]
Time: 15 mins
Research innovations that are in place in various settings and
LSAs to support transitions for children.
• Evaluate the innovations and schemes that you have found –
do you think that they are successful or not?
• Make a note of your sources.

12. Significant
events
LO3. Understand the needs of children during transition and
significant events [AC 3.2]
Time: 15 mins
Produce a poster with a diagram to show the various significant
events that a child may experience in their early life.
Explain how some of these events may affect the child.

13. Learning outcomes
• Identify transitions and significant events that a
child may experience
• Describe potential effects of transition and
significant events on a child’s life
• Explain the role of the early years practitioner in
preparing a child for a planned transition
• Explain the role of the early years practitioner in
supporting the needs of children during transition
and significant life events

14. LO3. Understand the needs of children during transition and
significant events 3.3, 3.4
Time: 15 mins
Prepare a questionnaire with questions about transition to ask
your supervisor at your placement.
Questions could include:
• How do you prepare children for transition?
• What policies and practices do you have in place to support
children through transition?
• Have you ever had to support a child through a significant
event – how did you manage it?

15. Summary: plenary activities
1. When you have interviewed your supervisor, evaluate the practices that
your setting has in place to support children during transitions.
2. Do you consider their practices robust enough? Why/why not?
3. How would you improve on their practices if you were writing a policy
on how to plan for transitions?
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