Evaluate the effect on children and young people of having positive relationships during periods of transition. Give an example from your school of how this was facilitated.
A ‘transition is deemed to be a change from one state or phase of life to another or a change in conditions. Transitions arise during the course of ones’ life and all children and young people face countless transitions as they move from childhood through puberty and adolescence to adulthood; they also move from immaturity to maturity. Some children and young people experience many different types of transitions such as emotional, physical, physiological and/or intellectual.
Transition periods can be either an exciting or unpleasant time for children and young people. It is often believed if a child has positive relationships the transition can be easier on them. Children and young people need strong attachments. They need regularity, trust and a good bonding whether it be with their teaching assistant or class teacher. Having that one person in which they can trust will make transitions easier. Children with positive relationships are more efficacious academically, they will feel cared for, valued and respected. They are more confident to explore and have more self-esteem and confidence and therefore they feel more relaxed more relaxed during their time of transition. However there is a flip side to children having strong positive relationships. It may make it far more problematic for the child to accept change and the prospect of moving on and meeting new people and building more relationships may become extremely daunting. A child may feel that they cannot trust any other adult besides those they have spent the academic year with, this can lead to feelings of insecurity. …show more content…
We also began to phase him into wearing shoes and this had become a bone of contention with him; he was adamant he would not wear shoes only trainer’s. Due to the good relationship we had I was able to convince T to try wearing shoes for just 20 minutes a day so his feet could get used to them. I complimented him on how smart and handsome he looked whenever he grew agitated. This continued for weeks. We also got him used to reading a timetable and writing his homework in a dairy. I escorted T to his induction day at his secondary school and sat with him during his lessons, at the end of the day T was introduced to his new TA however he found this extremely confusing as he had assumed I would be coming to his new secondary school with him. This became a massive issue for T as he felt our relationship should continue on into his secondary school education. This made me become more aware that he needed to develop independence from me, so the school agreed to begin to pull me away from his class for one lesson a day to start with. This was successful, as it allowed T to see he could function without me which decreased his
A ‘transition is deemed to be a change from one state or phase of life to another or a change in conditions. Transitions arise during the course of ones’ life and all children and young people face countless transitions as they move from childhood through puberty and adolescence to adulthood; they also move from immaturity to maturity. Some children and young people experience many different types of transitions such as emotional, physical, physiological and/or intellectual.
Transition periods can be either an exciting or unpleasant time for children and young people. It is often believed if a child has positive relationships the transition can be easier on them. Children and young people need strong attachments. They need regularity, trust and a good bonding whether it be with their teaching assistant or class teacher. Having that one person in which they can trust will make transitions easier. Children with positive relationships are more efficacious academically, they will feel cared for, valued and respected. They are more confident to explore and have more self-esteem and confidence and therefore they feel more relaxed more relaxed during their time of transition. However there is a flip side to children having strong positive relationships. It may make it far more problematic for the child to accept change and the prospect of moving on and meeting new people and building more relationships may become extremely daunting. A child may feel that they cannot trust any other adult besides those they have spent the academic year with, this can lead to feelings of insecurity. …show more content…
We also began to phase him into wearing shoes and this had become a bone of contention with him; he was adamant he would not wear shoes only trainer’s. Due to the good relationship we had I was able to convince T to try wearing shoes for just 20 minutes a day so his feet could get used to them. I complimented him on how smart and handsome he looked whenever he grew agitated. This continued for weeks. We also got him used to reading a timetable and writing his homework in a dairy. I escorted T to his induction day at his secondary school and sat with him during his lessons, at the end of the day T was introduced to his new TA however he found this extremely confusing as he had assumed I would be coming to his new secondary school with him. This became a massive issue for T as he felt our relationship should continue on into his secondary school education. This made me become more aware that he needed to develop independence from me, so the school agreed to begin to pull me away from his class for one lesson a day to start with. This was successful, as it allowed T to see he could function without me which decreased his