Standards for private organizations

2020 Edition

Early Childhood Education (ECE) 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.
2020 Edition

Currently viewing: EARLY CHILDHOOD EDUCATION (ECE)

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Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
1
All elements or requirements outlined in the standard are evident in practice, 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; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions, procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
  • Active client participation occurs to a considerable extent.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • Several client records are missing important information; or
  • Client participation is inconsistent. 
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; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or 
  • Documentation is routinely incomplete and/or missing.      
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for transitioning to another classroom or age group
  • Procedures for transitioning to another school or program
  • Sample letters or other materials provided to parents whose children are transitioning to another classroom or age group or transitioning out of the program
  • Policy and procedures for removing a child from care provided to parents upon enrollment
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Parents
  • Review child files
  • Observe: 
    1. arrival and pick-up times
    2. transitions in the classroom

 

ECE 11.01

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

 

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.

 

ECE 11.03

When the child needs to transition to another classroom or age group within the organization, 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.

 

ECE 11.04

When the child needs to transition to school or another organization, 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 with the parents’ consent; and
  4. notify collaborating service providers that the child has transitioned from the program with the parents’ consent.

 

ECE 11.05

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.