Program has a written policy and/or procedures to support children and families during transitions within the program (i.e. moving from the threes class to the fours class or when a teacher leaves and a new one is hired).

To meet this Standard, evidence MUST explain and include examples of the ways the program supports families as children:

• Transition within the program (including but are not limited to moving from the 3 year old classroom to the 4 year old classroom, or when a teacher leaves and a new one is hired).

Acceptable types of evidence include:

• Detailed written policy or practice statement in parent/family handbook.
OR
• Detailed written procedures in parent/family handbook.
OR
• Detailed sample transition plan(s).

Attention:

• It MUST be clear that the written policy/practice statement or procedure 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.

A program should aim to reduce the number of transitions that children experience. However, some changes are inevitable and the program should follow careful procedures to help children and their families adjust to new routines. When possible, families should be included in the planning for changes in their child's routine or primary caregiver. Time should also be allowed to support the changes with gradual implementation.

Why is important to have a written policy to support children and families during transitions within a program?

The first priority of a program should be to reduce the number of transitions that children must experience. However, some changes are inevitable and the program should follow careful procedures to help children and their families adjust to new routines. Careful implementation and clarity in written policies and procedures reduce the trauma and upset. When possible, families should be included in the planning for changes in their child's routine or primary caregiver. Time should also be allowed to support the changes with gradual implementation.

How can I learn more about this?