What is the effect of changes eg new children settling in and ways to help children manage them?

Question

What is the effect of changes eg new children settling in and ways to help children manage them?

Answer 1

- in regards to new children settling in we have a system in place at our nursery where we have pre-sessions.. we gradually introduce them.. so for their first visit they stay 30-45mins there 2nd visit they stay for 3 hours and then on there 3rd visit they stay for the whole day.. we find that this works great as the child gets to meet the staff and other children but in the same time they havent got too much to take in in one go.

- depending on the age of the child a buddy system could work where another member of the same class shows them the ropes as it were.. helping them to settle quicker and have someone to turn to that they know..

- always introduce the child to everyone, making sure they are involved with everything that is going on e.g. in singing time let them choose a song or at snack time let them help with cups/plates

we use all these systems and they seem to work wonders in carming children down and getting them use to the surroundings and routines quickly and happily

Answer 2

Effect: Depends on individual:

Stress, anxiety, upset, wetting, delayed development, "baby behaviour", fear, sick, becoming mute, refusla to cooperate...

but then again some children get hyperactive, happy, excited etc!

Management:

Routine, consistency, talking to child in way to help them understand, dont lie to the child, reassurance, key person system, good relations with parents/carers, resources that will get them interested and playful, visits with parent/carer, time!

Answer 3

The work of John Bowlby (known for his theory on attachment) has shown child care practitioners that children do need time to settle into their new early years setting.

Early years settings should have a ‘settling-in’ policy which is designed to help children adjust to their new child care environment:

Generally a ‘settling-in’ policy would be as follows:

- Child & primary carer has an initial visit

- Primary carer stays with child for sessions. The key worker will play alongside the primary carer and child

- Primary carer stays with child for sessions. The key worker takes a more active role with the child

- Primary carer stays with child for most of the session, but tells child they are popping out for a short while, but then the key worker will stay with them. Primary carer returns after a short while key worker and primary carer reassures and praises child

- Primary carer stays with the child at beginning of sessions and gradually leaves the child for longer periods of time. The key worker stays with the child and builds up an attachment.

Communicating with parents about the settling in arrangements is very important

• Written information is generally sent or given to parents instructing them on the settling-in policy

• Verbal information is also given to parents about the settling in policy for the early years setting.

Remember every parent has different needs and each parent will relate to childcare practitioners differently.

How to help children settle in:

• If child care practitioners know that children are going to be changing early years settings or carers then the following practices can be covered with the individual child:

- Looking at books together on related topics, arranging a visit to the new early settings, involving children in buying uniform…

• If the child shows signs of distress when primary carer is absent then respond appropriately for the child (hold, cuddle child or read stories or involve child in a quiet activity)

- Child care practitioners should not leave the child to 'get on with it'.