Designed to facilitate professional development and critical reflection in the leadership of services for children and families, this book will enhance the understanding of readers from a range of disciplines and at varying levels of study. Packed with case studies depicting the experiences of children and their families in transition and exploring a wide range of scenarios, the chapters:

Explore transitions from a range of perspectives; Discuss the value of developing collaborative practice in deepening awareness of children's views and experiences; Explore the impact of practitioner inquiry; Look at examples of contemporary practice; Consider the ethics, policies and law relating to current issues; Enrich the reader's understanding of professional responsibility

Each chapter contains a chapter overview, a case study and suggestions for further reading. This book is relevant to all practitioners working with young children and their families and to all those studying early childhood.



Chapter Overview

This chapter focuses on children in Early Years settings who experience multiple transitions in one day, i.e. children who move into different places during a fairly ordinary day. This area of transition is of particular interest to professionals working in children's centres which may offer a variety of provision for young children. The chapter takes the work of a qualified teacher (QT) as its professional focus. QTs may be working alongside other children's centres in their district. They are likely to seek ongoing working relationships with teachers, childminders, children's centre managers, Early Years consultants and Early Years practitioners in order to create the smoothest possible transition for children and their families as they move between settings. As Dunlop and Fabian state: ‘By the ...

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