7.SETTLING-IN POLICY                  

 

1.RATIONALE AND POLICY CONSIDERATIONS

At Play Together Crèche we are aware that the settling in period must be smooth and pleasant as possible for both children and parents.

Transitions occur as children move within settings from one room or area to another or from one type of activity to another (for example, active play to tidy up time to eating time). They also occur as children move between settings (for example, from home to the early years setting or from the early years setting to school).

Changes can be stressful at any stage in life, but for babies and young children they can be particularly challenging and major changes can have a lifelong impact. The time from birth until six years of age is a very significant time in a child’s life. Research shows that the early years of childhood are critically important for brain development. The brain develops more rapidly during these years than at any other later period and we know that this development is significantly affected by the child’s early environment and experiences. Moving on to different surroundings makes demands on young children as they must learn to cope with a new situation. Parents/guardians also need support to cope with change and new situations. The sensitive care and attention given to planning and ensuring smooth transitions and settling in is extremely important. Young children learn from every experience, including routines and transitions and can develop skills through well-managed routines and transitions.

Many young children are experiencing a wide range of transitions each and every day. Because of the many different experiences they have, it is especially important that there is some continuity and similarity of approach in the ways in which the important adults in their lives behave and interact, not only with the children themselves but also with the other adults who are involved with them.

The purpose of this policy is to ensure that there is sensitive planning and management of transitions, consistency in key relationships, liaison within and between settings and the close involvement of parents to ensure positive experiences and continuity for children (Síolta Standard 13). It is essential that relationships and routines are consistent, predictable and responsive to support each child's attachments, their sense of trust, security, competency, identity and belonging, their social skills and sense of independence.

Children experiencing social and economic disadvantage, children with English as an additional language (EAL) and children with special educational needs (SEN) require particular supports at the time of transition to primary school (NCCA, 2016).

Legislation and regulatory requirements

·         The Child Care Act 1991(Early Years Services) Regulations 2016 require that a policy relating to supporting children’s transitions and settling in is written and implemented.

·         The Department of Education and Skills requires that the NCCA national template for transition from preschool to school is used by state-funded preschools.

Children need:

·         Consistent key relationships and carefully planned introductions to all new settings, routines and experiences to help ease any anxiety associated with change that they may feel.

·         Continuity and similarity of approach in the ways in which the important adults in their lives behave and interact, not only with them but also with the other adults who are involved with them.

·         Individualized routines and practices to support their particular needs

·         The focus to be on developing their social and emotional skills, communication and language skills, positive learning dispositions like independence and curiosity, and self-help skills, and less focus placed on academic skills to support their transition to school. (NCCA, 2016)

Parents/guardians need:

·         To know that their child will have their transitions made as easy and comfortable for them as possible .

·         Frequent sharing of information and goals and strong connections between them and the service to help ease transitions and settling in for their child.

Staff needs:

·         To be very clear on the service’s expectations in relation to ensuring smooth transitions and positive settling in experiences for the children.

·         To be aware of the need for parents to be supported, facilitated and involved with them in easing transitions for their children and ensuring that they settle in well.

·         Frequent communication with parents about the child’s communications, routines, temperament, responses, reactions, likes, dislikes, culture and ability to adapt to change.

Management needs:

·         To ensure that sensitive care and attention is given by all staff team members to planning and ensuring smooth transitions and positive settling-in experiences in the interests of all children in the service and their families. This includes partnering with parents and liaising appropriately with schools and any other settings that children either come to the service from or move to from the service.

National Quality Frameworks

·         Tusla: Quality and Regulatory Framework

·         Síolta: The National Quality Framework for Early Childhood Education

·         Aistear: The Early Childhood Curriculum Framework

·         Early Years Education Inspection (EYEI) Framework (Department of Education and Skills)

2. DEFINITIONS/GLOSSARY

TRANSITIONS

These include: ·      Beginning for the first time at the early years setting from home or other early years setting. ·      Daily arriving to the setting from home and leaving for home. ·      Daily changes within routines and from one type of activity to another. ·      Separations from familiar people and/or changes in program or rooms within the setting. ·      Significant changes in children’s home or family circumstances. ·      Final moving out of the early years setting into another early years setting or to school.

SETTLING IN

In this policy this refers to settling in to the setting when the child first comes to the service; settling in each day; adjusting to different routines or activities; settling in to new rooms/program within the setting; settling in to the move to primary school as well as coping with significant changes in their family circumstances.

3. POLICY STATEMENT

Play Together is aware that successful experiences during early transitions can increase a child’s ability to adapt to changes in the future and can provide a more secure base for their learning and development.

We work to develop strong relationships between the family and the service through frequent communication and sharing of information and goals.

Strong connections between each child’s home and the service help ease transitions into new or different settings, routines and/or relationships. We maintain continuity of relationships as far as possible and carefully plan all introductions to new settings, routines and experiences for the children to help ease any anxiety associated with change. We do our best to ensure that we provide a secure base that supports the children’s focused attention, curiosity about exploring their world and their emerging independence.

All Play Together staff is aware that predictable transitions are planned with sensitivity to each child’s individual needs and interests, and children are supported to develop the dispositions and skills needed to make major transitions successful.

We aim to provide relationships and routines that are consistent, predictable, and responsive to support each child's sense of trust, security, and identity.

We always:

·         Consider transitions from the perspective of the wellbeing, learning and development needs of each child.

·         Consider particular health and development needs of each child.

·         Build partnerships with families to support the development of responsive, respectful relationships among children and staff.

·         Individualize routines and practices to support each child's needs, interests, temperament, their own and their family’s circumstances and their preferences, their culture and first language.

·         Use routines and transitions as opportunities to promote children’s learning and development.

·         Plan for transitions and placements that provide consistency and continuity for children.

·         Evaluate the quality and effectiveness of transitions using various means, including observations of the children and feedback from their families.

·         Support parents in being or becoming advocates as they transition with their children both into this service from home or other settings [such as a childminder] and from this service to other settings, especially school.

·         Ensure the most appropriate transition to other environments and services from participation in this service by beginning transition planning as early as possible prior to the child's move.

·         Liaise with other settings appropriately and provide any relevant information (via parents or with parents’ consent) that is helpful in ensuring a successful transition from this service to other settings such as school.

Procedures and Practices

On entry to the service we:

·         Encourage parents/guardians to visit Play Together before their child is enrolled.

·         Before a child starts to attend the service, we provide his/her parents with information about our policies and procedures (about 1-hour meeting with manager/owner).

·         Introduce each child to the environment, their daily routines and the other children who will be attending to same room.

·         Request information from parents which will help us to get to know their child such as the child’s likes and dislikes; their particular needs; who the important people in their lives are; their interests; their ability to communicate; their temperament and their dispositions and importantly, whether they have a special transitional object (such as a ‘blankie’). Parents will be asked to  (See Appendix A).

·         Post a sign welcoming the child and the parents by name and include photos where possible.

·         Be sympathetic with parents’ concerns about leaving their child in our care.

Parents are encouraged to:

·         Share information about their child that will help us to get to know them.

·         Bring their child to the service for visits before they start.

·         Tell their child when they are going to begin at the service. An infant can be told “I will take care of you this morning.” A toddler can be encouraged to look forward to playing with other children a day of visit with their family in advance and can then be reminded on the day itself.

·         Develop a goodbye routine or ritual that they can use with their child each day such as giving the child a kiss or a big hug, waving good-bye from the door, or whatever they and their child feel comfortable doing. This way, both the parents and the child will know how to handle the parting.

·         Talk with their child’s Key Person about bringing items from home that are important to their child, for example, a favourite soft toy or blanket, photos of family members, or a recording of themselves reading a favourite story or singing a familiar song.

On an ongoing basis parents/guardian will be encouraged to:

·         Be sure to say good-bye each day so their child knows that they can trust them and that they won't leave without warning.

·         Collect their child on time every day so their child can be confident they won’t be left at the service when the other children have gone home.

·         Keep their child’s Key Person up to date with relevant information on any big changes in the child’s home life or circumstances and small changes, such as when their child masters new skills or helps out with tasks and routines at home. Knowing this information, the educators can provide individualized support for the child where needed and recognize and build on the child's skills.

Staff members can:

·         Welcome each child and their parents by name each morning.

·         Help parents to recognise a child’s need to feel connected to their parents when they are apart.

·         Help parents appreciate the importance of goodbye rituals

·         Support both parents and child in their ritual for saying good-bye.

·         Give parents information about their child’s experiences each day and invite them to share information about their experiences with their child at home.

·         Display interesting items for people to talk about, such as photos of the previous day's/week’s experiences.

·         Invite parents to bring special items from home that will help their child feel connected.

·         Help the child express their feelings about their parents leaving. Talk with them about their home and family later in the day. Suggest that they call their parents on a real or toy telephone.

·         Invite the child to paint, dance, sing or tell a story using toys as characters.

·         Give the child opportunities to use the skills they know. Sharing tasks like preparing for meals or putting toys away can also reinforce their feelings of competence.

·         Play games of hiding and reappearing.

·         Read stories of good-byes and returns.

 

Routines and transitions within the daily activities

·         Children can attend to personal routines, such as going to the toilet, according to their individual body schedules.

·         Children have easy access to their transitional objects when they want or need them and are given time and understanding to help them to become more able to manage longer periods without them.

·         While balancing the range of activities (active/quiet, small group/large group/individual, indoors/outdoors), routines and transitions are kept to a minimum and managed consistently so that children can develop trust and a sense of security.

·         Transitions within the daily routine, although managed consistently, are as flexible as possible to allow for children to follow their interests where possible.

·         Transitions that must happen, involving moving from one type of activity to another, are planned so that children who are ready before others have something to do while they wait.

·         Children are given advance notice visually (For example using pictures) of changes to routines or planned changes within the schedule of activities that will affect them.

·         It is considered important to recognize that some children need to be given more time, support and assistance to cope with changes in activity levels and/or types of activities, than others.

·         If the furniture is going to be changed around or major changes made to the environment, this is discussed with the children and explained in advance so that they can be involved and understand why the change is happening.

·         Children can participate in helping with routines as much as they are able (for example helping to set the table or cleaning up)

Transition to school

Throughout the years before children move to school they are supported to develop the skills and dispositions they will need to transition and settle in well to the school setting.

Play Together is aware of these skills and dispositions are developed through our quality curriculum, which is informed by Aistear the Early Childhood Curriculum Framework. The curriculum we provide supports children’s learning and development under the themes of Wellbeing, Exploring and Thinking, Communication and Identity and Belonging.

Play together is committed to implement the NCCA templates (to support children’s transitions to school) whenever they are available.

Planning transitions

·         Before a child starts to attend the service, we provide his/her parents with information about our policies and procedures. (about 1-hour meeting with manager/owner)

·         Parents will be asked a questionnaire about their child which will be kept in the file. Parents will also be asked to provide a family picture for the child's folder.

Preparation

Each parent is encouraged to drop in to the service with their child before the child starts at the service, so the child can become familiar with the other children, staff and the day to day running of the service.

On the first day's parents have the opportunity to stay with the child for a while. Where possible allow the staff to play and interact with your child while you take remain seated.

To help staff build a relationship with the child, staff will discuss the child’s interests with parents, as well as their likes, dislikes and key words the child uses at home. The parents are provided with the key worker’s mobile and are free to contact him/her any time during the settling in period. On our part we promise that, in the case where a new child is extremely upset at the door and finds leaving the parent very difficult, we will do our best to distract the child, to make him happy as quick as possible and then take a photo of your child playing and share it with you through the Little Vista software.

A child may bring in their favourite teddy, blanket or a toy to ease the transition.

Environment/physical space

·         No child will be pressured to take part in any activity during the settling in period. We give your child as much time as needed to join the group activities but at the same time, we will encourage your child to try new things.

·         All the materials are age-appropriate and easy to access for all children.

Activities

·         Daily activities are based on children’s interest. The activities are free play, circle time, arts and crafts, story time, messy play, music and dancing, indoor and outdoor play, group activities, imaginary play.

The meal times are scheduled:

·         Around 8.30am- breakfast

·         Around 10am- snack

·         Lunch 12.00-12.40pm

·         Around 3.30pm- hot snack time

During the whole day children are having free access to fresh fruit and vegetable, and water (Self-service food corners)

Staffing

·         A new key person will be informed about child’s interest, like and dislikes. A child can bring their favourite toy, blanket or teddy to another room.

·         Adults interact with children through becoming involved in their play and by creating loving and warm atmosphere where the child feels comfortable. All our staff members are able to build empathy towards children’s feelings.

·         Each child is individual and we know that sometimes children are settled in very easily, but sometimes this time is very traumatic. In that case we are ready to support you and your child as long as needed.

Social interactions

·         Group play, team work activities and meal times are important time of the day where child builds social interactions with their peers.

·         New children are always introduced by an adult to the other children. Adults are involved in most of children’s play so new children can be helped building bonds with other children, if needed.

·         Each family receives daily reports about child’s day including any changes (changing rooms etc.). The parents are provided with the key worker’s mobile and are free to contact him/her at any time during the settling in period.

Considering culture in transition practices

Play Together is committed to provide culturally competent care and education to support a developing child's sense of security, identity, competence, confidence, and connectedness during transitions. Our staff members understand and honor family childrearing practices (DCYA, 2016) and preferences, they can provide infants and toddlers, in particular, with consistency and familiarity, which are especially important during transitions. We ensure that all practices are in the child’s best interests.

As far as possible we will:

·         Provide harmony with each child’s home culture, for example ensuring that we use some of the child’s home language if it is not English and encourage parents to continue to use the child’s first language at home.

·         Provide a culturally relevant environment that is familiar and homelike to the child where items familiar to the child are included.

·         Understand and respect each family’s cultural beliefs and childrearing values, as long as these are in the child’s best interests and compliant with child protection legislation.

·         Provide consistency by understanding the home routines of each child.

·         Discuss each family’s expectations for their child’s learning and development and the transition.

·         We are aware of our own cultural values, beliefs, and expectations. We are also aware of how these may match or differ from the family’s expectations and consider differences or potential conflicts.

We encourage families to foster cultural consistency and continuity during transitions by:

·         Sharing their cultural values and child rearing practices with staff (ideally their child’s Key Person) before and during their child’s transition and saying what they expect from the staff.

·         Communicating frequently with about their child’s routines, temperament, reactions, likes, dislikes, and ability to adapt to differences and change.

·         Providing staff with ongoing feedback and discussing/negotiating differences.

Families are encouraged to share:

·         Information about their child's temperament and dispositions.

·         Information about what upsets their child and what comforts them.

·         How their child reacts to strangers, familiar adults and other children.

·         How they handle routines such as eating, toileting and sleeping.

·         Relevant information about themselves and their culture.

·         Information about their child's previous experiences.

·         A brief developmental and medical history of their child – from birth to the present – that includes social, emotional, physical and language development information.

·         How parents/guardians prefer to communicate different types of information (for example, in person, by telephone, or individually in writing).

·         How they wish to be involved in the service.

·         How they would like to see the transition period happen.

·         Their hopes for their child.

Staff members can share with families:

·         How we support children to transition into the service.

·         Information about the program’s composition, philosophy, schedules and activities (curriculum).

·         How we generally communicate information to families.

·         How families can get involved in the service.

·         How planning and individualized routines are handled.

·         How we observe and report learning and developmental progress.

·         How we handle transitions within the program.

·         How we help prepare for transitions out if the service.

Guidance on saying good-bye and moving on

Play together believes that relationships are very important to children. Although children may not always express or understand their feelings, these feelings do exist and are sometimes expressed in ways that make it difficult for parents and other adults to deal with them. The following suggestions can help children accept changes and deal with them in appropriate ways.

·      Prepare the child by giving them some notice when a relationship is about to change. (For example, tell them, “Sam is going to be moving soon, and he won't be able to come and play every day”).

·      Help the child understand their feelings by using words like lonely, worried, sad or unhappy to describe how they might be feeling if they are showing signs of such feelings.

·      Put things in perspective (For example, “We won’t see Ava as much now but you will still have Sophie and Joe to play with”).

·      Help the child express the meaning of the relationship by encouraging them to make a card, draw a picture or make a small gift. Let them know that relationships are very important by creating an opportunity to express affection and validate their feelings.

·      Focus on the positives associated with change. When people grow and move forward, there will always be changes in relationships. New teachers, new friends, and changes in activities are part of life.

·      Share with the child some of your own experiences in leaving valued relationships. Tell them how you felt at that time.

·      Create a memento. Children are concrete thinkers and having a physical reminder reassures them that the relationship was shared and is an important part of their lives.

·      Simply be there for them and ready to provide comfort and affection if they are sad.

4. Communication Plan [For staff & families]

All parents are to be informed of the policy and procedures regarding Transitions and Settling In on enrollment. Staff members will check with parents that they have read and understood the policy and provide any assistance needed.

A summary of this policy will be included in the Parent/Guardian Handbook. This policy will also be reviewed with staff at induction and annual staff training.

A copy of all policies will be available during all hours of operation to all staff and to parents/guardians in the Policy Folder located on Play Together Creche’s website at www.playtogethergalway.com

Parents/guardians may receive a copy of the full policy at any time upon request. Parents/guardians and staff will receive notification of any updates through Play together Creche’s official communication panel- Little Vista software, group text message.

5. Related Policies, Procedures and Forms

·         Inclusion Policy

·         Policy on Authorisation to Collect Children

·         Admissions/Enrolment Policy

·         Confidentiality Policy

·         Curriculum Policy (including key person’s roles and responsibilities)

·         Daily Nappy Changing and Additional Record sheet for Parents/ Guardian (See Policy o Appendix A)

·         Daily Sleep Record Sheet (See Policy on Safe Sleep - Appendix B)

·         Information Record form for new child (See Appendix A)

6. References/Supporting Documents/Related Legislation

·         Tusla (2018) Tusla Quality and Regulatory Framework

·         (CECDE, 2010) Síolta: The National Quality Framework for Early Childhood Education

·         (NCCA, 2009)Aistear

: The Early Childhood Curriculum Framework

NCCA (2016) Transition from preschool to primary school: Learning from research, policy and practice

·         Learning and Teaching Scotland ( 2005) Birth to Three: supporting our youngest children

·         Supporting Transitions: Using Child Development as a Guide, U.S. Department of Health and Human Services

·         UN-CRC United Nations Commission for the Rights of the Child (1989) United Nations Convention on the Rights of the Child

·         DCYA (2016) Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education

7. WHO MUST OBSERVE THIS POLICY

This policy must be observed by all staff members.

Parents/guardians have an important role in their child’s settling in experience. Their active partnership is a crucial element for the success of the process. This includes following the present policy where relevant.

8 . Actions to be Followed if the Policy is not Implemented

If the policy is not implemented, investigation will be taken by Manager/Owner (Iwona Sawicka).

If you, as a staff member or a parent, consider that this policy is not being implemented, you can follow the Complaints Policy and Procedure to make a complaint.

9.Contact information     

 

If you need more information about this policy, contact:

Name	Iwona Sawicka
Phone number or email	0833187143 091/458167 or 091/458999

10. Policy Created    

Date this policy was created

March 2016

12. Signatures

	Name and position	Signature
Approved by	Iwona Sawicka

13. Review Date

Reviewed	March 2017	Iwona Sawicka
Reviewed	March 2018	Iwona Sawicka
Reviewed	March 2019	Iwona Sawicka
Reviewed and updated   Reviewed	March 2020     March 2021	Iwona Sawicka     Iwona Sawicka

 

 

Date this policy will be reviewed

March 2022

Next Review Date