Program has a written policy and/or procedures for transitioning children into the program, which includes providing information on separation and attachment to families.

To meet this Standard, submit a detailed written policy or practice statement referencing ALL of the following:

• Explain to families the ways the program supports families when starting at the program.
AND
• Explain and provide examples of Separation /Separation Anxiety.
AND
• Explain and provide examples of Attachment Theory.

Acceptable types of evidence include:

• A detailed written policy or practice statement in parent/family handbook.

Attention:

• In addition to the required written policy or practice statement, the program may also submit printed articles on separation and attachment; printed articles alone are not accepted.
• It MUST be clear that the written policy or practice statement is part of the program's official manual/handbook. For example, submit a copy or excerpt of the policy or practice statement that visibly shows the page number from the program's manual/handbook or submit a copy of the table of contents from the program's manual/ handbook along with a copy of the written policy/practice statement.

Evidence Notes Box (in data system):

• If submitting a large document, enter a note in the Evidence Notes box indicating what page(s) shows the relevant information. In the large document it must be clear what page is being referred to and the relevant text must be highlighted.

Separation is difficult for both young children and their parents/families. Program staff should be knowledgeable about the meaning of separation at different ages and have the skills to help both children and parents/families to understand and cope with separation. Having a specific written policy demonstrates a program's awareness about transitions and acknowledges its significance to both staff and family member in early care and learning settings.

Why is it important to have a written policy for transitioning children into the program?

Separation is difficult for both young children and their parents/families. Program staff should be knowledgeable about the meaning of separation at different ages and have the skills to help both children and parents/families to understand and cope with separation. Having a specific written policy demonstrates a program's awareness about transitions and acknowledges its significance to both staff and family member in early care and learning settings. Written policies might address a recommended pattern of program visits prior to enrollment, the nature and frequency of home visits prior to enrollment, and policies about bringing "security items" from home such as pictures of family members, toys, or even a "special blankie."