|dc.description.abstract||Have you ever started something new? Perhaps you changed jobs, joined a class, moved to a new country or had to move to a new team in work. How did you know what was expected of you? How did you know where to go, what to do, who to ask for help?
As an adult, it can be difficult enough to cope with new experiences, places and things. For children, who have no previous building blocks of knowledge of experiencing new things, new encounters can be difficult. This is especially the case if they are handled poorly by the adults taking care of them, and in some instances this may lead to long-term behaviour and health issues.
The aim of this publication is to support educators in early years services, such as full day care, sessional services, playgroups, pre-schools, and those in after school services in making children’s new experiences as smooth as possible and helping them to learn to cope well with change, now and in the future. The guide gives an overview of the research and theories underpinning the topic of transitions, suggests sound foundations for good practice and gives suggestions, ideas and resources for managing many types of transitions. Many important areas relating to children, such as attachment and developmental issues, are discussed in relation to transitions. Each of these areas is worthy of further research on the part of early years educators in order to expand their knowledge of them. Successful management of transitions in early years is the difference between the child having to
adapt and fit into the routine of the service and having a service that is able, like a loving parent, to enfold each and every child, with their different identities, dispositions and personalities, under its wing and enable that child to truly be confident within themselves.||en