Parents and children receive assistance with managing transitions between the home and the child care setting.
This can include helping the parent or child cope with daily drop-offs and/or departures or being sensitive to parents or children who are struggling with the idea of using out-of-home care for the first time.
Teaching staff promote smooth transitions throughout the day by ensuring:
- transitions are well-planned;
- children receive advance notice; and
- activities are long enough to promote sustained play.
When the child needs to transition to another classroom or age group within the agency, the current teacher:
- engages parents in a discussion of the child’s developmental needs and the reason for the transition;
- provides parents with general information on the transition process;
- arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
- shares information with the new teacher to facilitate an orderly transition.
When the child needs to transition to school or another organization, teaching staff:
- engage parents in a discussion of the child’s developmental needs and most suitable options;
- provide parents with general information on transitioning from the program;
- share information with other providers to facilitate an orderly transition; and
- notify collaborating service providers that the child has transitioned from the program.
When the agency can no longer meet a family’s need for care, it refers families to local resources such as child care resource and referral.
Reasons why an agency may no longer be able to meet the needs of the family include non-payment, when special needs arise that the agency can’t meet with reasonable accommodation, or a change in work schedules that the agency cannot accommodate.
The agency has a systematic process for removing children from care that is communicated with families upon enrollment.