Standards for child and youth development programs

2020 Edition

Early Childhood Education (CYD-ECE) 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.

2020 Edition

Currently viewing: EARLY CHILDHOOD EDUCATION (CYD-ECE)

VIEW THE STANDARDS

Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
1
The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for transitioning to another classroom or age group (CYD-ECE 11.03)
  • Procedures for transitioning to another school or program (CYD-ECE 11.04)
  • Policy for removing a child from care provided to parents upon enrollment (CYD-ECE 11.06)
  • Community resource and referral list
  • Interview:
    1. Program director
    2. Teaching staff
    3. Parents
  • Review child files

CYD-ECE 11.01

Parents and children receive assistance with managing transitions between the home and the child care setting.

Interpretation

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.


CYD-ECE 11.02

Teaching staff promote smooth transitions throughout the day by ensuring:

  1. transitions are well-planned;
  2. children receive advance notice; and
  3. activities are long enough to promote sustained play.

CYD-ECE 11.03

When the child needs to transition to another classroom or age group within the program, the current teacher:

  1. engages parents in a discussion of the child’s developmental needs and the reason for the transition;
  2. provides parents with general information on the transition process;
  3. arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
  4. shares information with the new teacher to facilitate an orderly transition.

CYD-ECE 11.04

When the child needs to transition to school or another program, teaching staff:

  1. engage parents in a discussion of the child’s developmental needs and most suitable options;
  2. provide parents with general information on transitioning from the program;
  3. share information with other providers to facilitate an orderly transition; and
  4. notify collaborating service providers that the child has transitioned from the program.

CYD-ECE 11.05

When the program can no longer meet a family’s need for care, it refers families to local resources such as child care resource and referral.

Interpretation

Reasons why a program may no longer be able to meet the needs of the family include non-payment, when special needs arise that the program can’t meet with reasonable accommodation, or a change in work schedules that the program cannot accommodate.


CYD-ECE 11.06

The program has a systematic process for removing children from care that is communicated with families upon enrollment.