Stakeholder Discussion on Childcare Transition in Early Years

This report presents a stakeholder discussion involving a parent and an early childhood educator regarding a child's transition from home to an Early Childhood Education and Care (ECEC) setting. The discussion highlights the importance of collaboration between parents, educators, and the institution to support the child's adjustment. The center focuses on providing accessible and exemplary childhood programs that foster independence and a positive attitude towards learning. Challenges during the transition, such as separation anxiety and social adjustment difficulties, are addressed, along with strategies to create a sense of belonging for both children and parents. The report also critiques the impact of financial stability on a child's transition and overall school readiness, emphasizing the need for support for children from disadvantaged backgrounds. The conclusion underscores the significance of a secure foundation in early years and the collective responsibility of families, schools, and communities in ensuring a smooth transition for all children.

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

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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

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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

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from non-disadvantaged families. Children from financially weak families also tended to show
low engagement in learning. Children from financially disadvantaged families were also prone to
hyperactivity, inattention, had difficulties getting along with peers, showed emotional symptoms
and were less likely to exhibit behaviour that was prosocial in nature (Smart et al. 2008).
CONCLUSION:
The process of transition from home to childcare centres and then to school is a major
milestone in the life of a child. The period from the time a child is born to the age of three is a
significant time in the development of a child. If they are provided with a secure foundation then
they will be equipped to join school and learn and grow there. However, this transition process
can be challenging for both parents and children especially for children who come from
indigenous families, financially weak families, are disabled and families who are involved with
statutory protection services of a child. The ability of a child to adjust to a school depends on the
environment in which they develop and it is the responsibility of families, schools and
communities to ensure that a child becomes ready for school.

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REFERENCES:
Chan, W.L., 2012. Expectations for the transition from kindergarten to primary school amongst
teachers, parents and children. Early Child Development and Care, 182(5), pp.639-664.
Smart, D., Sanson, A., Baxter, J., Edwards, B. and Hayes, A., 2008. Home-to-school transitions
for financially disadvantaged children. Book Home-To-School Transitions For Financially
Disadvantaged Children (Editor ed.^ eds.).
Touhill, L., 2013. Promoting independence and agency. National Quality Standard Professional
Learning Program, NQS PLP e. Newsletter, (64).

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Appendix:
(Interview with the childcare educator and the child’s parent)
1. What does the centre and staff members do support children who are transitioning?
Are there certain practices in place to support the child?
Children have access to good childhood programs, which provides children with
cognitive and social experiences.
2. What challenges are early childhood services faced with when supporting children and
families during the transition process?
Children are vulnerable during this time and 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.
During this process of transition, children may also struggle with being away from the parents
and the childcare educators and staff members steps in and make the child feel at home.
3. What information is shared with parents about the transition process from home to the
centre. Are families being involved enough?
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.
4. How does the centre support transitions for children who are priority learners?
The centre supports children who are priority learners by subsidizing the fees of them.
5. How do you support a sense of belonging for children as they transition into your
centre?
Our centre supports a sense of belonging for children as they transition into our centre by
ensuring that there is a partnership between the parent and the childcare centre. We also use

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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.
6. How do you support a sense of belonging for families as they transition into your
centre?
Our centre supports a sense of belonging for both parents as they transition into our
centre by ensuring that there is a strong connection between a parent and a childcare provider so
that the parent of the child feels reassured entrusting their child to our responsibility. We also try
to build relationships with the family of the child to ease the process of transition.
7. What was the transition process for your child when they first attended this centre?
The transition process for my child when they first attended the centre comprised of
meetings and orientations.
8. Did you feel supported by staff when transitioning your child into this new
environment? If so, how did they support you?
The staff members supported me when transitioning my child into this environment by
being very warm and friendly.
9.Could anything have further been done to support your child’s transition from home to
the early childcare setting?
No, I feel the staff members and childhood educators in the centre did their best to make
the process of transition easy.
10. Have staff members kept you up to date and shared information with you about your
child’s transition? What kind of information have they presented you with?
The staff members have kept me up to date and have shared information with me about
my child’s transition process. They have told me about the temperament of my child.
11. What challenges have you faced during your child’s transition process?

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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.
12. Did you feel that as though you and your child were equally supported during the
transition process?
My child and I were supported equally during the transition process.