Standards for public agencies

2020 Edition

Early Childhood Education (PA-ECE) 11: Transition

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

Currently viewing: EARLY CHILDHOOD EDUCATION (PA-ECE)

VIEW THE STANDARDS

Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
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

 

PA-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.

 

PA-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.

 

PA-ECE 11.03

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

 

PA-ECE 11.04

When the child needs to transition to school or another agency, 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.

 

PA-ECE 11.05

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