Room Transition policy
Urlingford Community Childcare aims to make transitions within the centre an enjoyable and exciting experience for children and parents and a positive experience for all concerned
Our centre aims to achieve this by effective consultation with all the stakeholders, especially parents and childcare staff. We recognition that parents are their children’s primary carers and first educators. Equally importantly, successful transitions from one room to another are dependent on childcare staff consulting one another and respecting, and building on, the information provided by their colleagues on the developmentally ability of the child. Continuity for children and their families is crucial in making successful transitions.
We provide opportunities for ‘receiving’ staff to observe children in their previous room or time to try out and settle into their new room to give the childcare staff the opportunity to note children’s individual interests and areas in which they may need support. This is also an important opportunity to ensure that it is developmentally appropriate for a child to make a transition to the next room. Our room are broadly defined by ages but to best support the children we want to make sure that children are ready to engage fully in the next rooms routine and structure. For this reason staff may recommend for a child to spend some additional time in their existing room to get them ready or it may be recommended that a younger child when developmentally appropriate could move on to the next room once it keeps in line with room ratios and HSE regulations.
We encourage parents to meet with staff if there is anything they do not understand or which they may not agree with.
Urlingford Community Childcare aims to make transitions within the centre an enjoyable and exciting experience for children and parents and a positive experience for all concerned
Our centre aims to achieve this by effective consultation with all the stakeholders, especially parents and childcare staff. We recognition that parents are their children’s primary carers and first educators. Equally importantly, successful transitions from one room to another are dependent on childcare staff consulting one another and respecting, and building on, the information provided by their colleagues on the developmentally ability of the child. Continuity for children and their families is crucial in making successful transitions.
We provide opportunities for ‘receiving’ staff to observe children in their previous room or time to try out and settle into their new room to give the childcare staff the opportunity to note children’s individual interests and areas in which they may need support. This is also an important opportunity to ensure that it is developmentally appropriate for a child to make a transition to the next room. Our room are broadly defined by ages but to best support the children we want to make sure that children are ready to engage fully in the next rooms routine and structure. For this reason staff may recommend for a child to spend some additional time in their existing room to get them ready or it may be recommended that a younger child when developmentally appropriate could move on to the next room once it keeps in line with room ratios and HSE regulations.
We encourage parents to meet with staff if there is anything they do not understand or which they may not agree with.