Transition from Home to Early Childhood Education and Care Setting

Running head: Bachelor in Early Years
Bachelor in Early Years
Name of the Student
Name of the University
Author Note

1BACHELOR IN EARLY YEARS
INTRODUCTION:
The stakeholder discussion on childcare was held with the parent of the child, Fanny
Kirrin and the early childcare educator of the child, Anne Frost. The child’s name is Jimmy
Kirrin. The type of transition that the child is making is from his home to an Early Childhood
Education and Care ECEC setting, including family day care. The name of the Early Childhood
Education and Care setting is ‘Little Flowers’ and it looks after very young children.
SUMMARY:
The transition from home to an early childhood education and care setting is an important
milestone for both parent and child. During this phase, a collaboration between parents and early
childcare educators and institution can assist parents manage this interlude of change (Chan
2012). The centre and staff members ensures that children have accessible to exemplary
childhood programs which provides children with cognitive and social experiences that
encourage independence and a positive attitude towards learning. Children are vulnerable during
this time of transition from home to an early childhood education and care setting. In order to
gain from early childhood education, children should develop a sense of belonging to that
environment, and the centre and staff members ensures that children are comfortable and
understand the process of transition, practices and routines of the childhood care centre. During
this period of transition, children may also struggle with being away from the parents and it is the
responsibility of the childcare educators and staff members to step in and make the child feel at
home. The information that is shared with parents about the transitional process of home to
centre includes information about a child’s behaviour, learning and experiences. The centre
ensures that families are well involved. The centre supports children who are priority learners by
subsidizing the fees of children coming from financially disadvantaged families thereby ensuring
that these children also get a chance to attend our centre and develop their cognitive and social
abilities. Our centre supports a sense of belonging for both parents and children as they transition
into our centre by ensuring that there is a partnership between the parent and the childcare centre,
which aids in the development of a child. We ensure that there is a strong connection between a
parent and a childcare provider so that the parent of the child feels reassured entrusting their

2BACHELOR IN EARLY YEARS
child to our responsibility. We also try to build relationships with the family of the child to ease
the process of transition. We also use photos of families and children that are placed at the eye
levels of children so that the children can connect with their parent right through the day. These
photos also helps to establish as sense of bond between a parent and the childcare centre making
the parent feel connected to the childcare centre.
The transition process for my child when they first attended the centre comprised of
meetings and orientations and I was extremely happy with this procedure. The staff members
supported me when transitioning my child into this environment by being very warm and
friendly. They were also very attentive and took great care to get to know about my child and our
family. No, I feel the staff members and childhood educators in the centre did their best to make
the process of transition easy. The staff members have kept me up to date and have shared
information with me about my child’s transition process. The temperament of a child has an
impact on the transition process and the staff members have informed me that my child is
socially a little fearful and is having a difficult time in adjusting to other children and the new
environment of the centre. They also made me aware of early childhood education. The
challenges that I faced during my child’s transition process include being depressed and having a
hard time coping with the distress of my child. Thus, the process of transition was difficult for
me. My child and I were supported equally during the transition process.
CRITIQUE:
The importance of making a good transition to school can never be underestimated. One
major factor that influences a child making a transition from home to an early childcare centre is
financial stability. As children move through the school years, the progress between children
who come from financially weak families and children who are not financially disadvantaged
often widens (Smart et al. 2008). The practices of parenting, the learning environment at home,
education of the mother of the child and family income are most essential in ensuring school
readiness of a child. Research shows that children from disadvantaged families exhibit lower
readiness for school than children who come from financially stable families (Smart et al. 2008).
Children from financially weak families faced literacy and numeracy problems than children