Examples: Implementation of this standard can include helping the parent or child cope with daily drop-offs and/or departures, and 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 organization, 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.
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 with the parents’ consent; and
notify collaborating service providers that the child has transitioned from the program with the parents’ consent.
The organization has a systematic process for removing children from care when it can no longer meet a family’s needs including referring families to local resources such as child care resource and referral.
Examples: Reasons why an organization may no longer be able to meet the needs of the family include non-payment, when special needs arise that the organization can’t meet with reasonable accommodation, or a change in work schedules that the organization cannot accommodate.