ࡱ> D( )/ 0DArialngsRomantt. 0DTimes New Romantt. 0 DWingdingsRomantt. 0@ .  @n?" dd@  @@`` $TV*   //**>>     + , -./012356789:;<=>?@ABCDEFGHIJKLMNOQP RSTU 0AA@8%&ʚ;ʚ;g4KdKdV 0ppp@ <4dddd@k 0t- g4KdKd\X 0zp@ pp<4BdBd@k 0t-80___PPT10 ppO  =;JFirst experience of crossing borders& :Liz Brooker Institute of Education University of London UK;;Outline of the presentationIssues in early transitions Context, methods and analysis Adult strategies for wellbeing Children s contributions to wellbeing Outcomes of  good transitions Reflections and themes to considerIssues in early transitionsTransitions: a change of setting and a change in role or identity Early transitions, early stages of identity-formation Wellbeing as a goal: what is included? Wellbeing: how is it identified? Relationships and friendships to support wellbeing in transitionsZ"Wellbeing: the goal of transitions*Wellbeing as an outcome of  involvement (Laevers & Heylen) Wellbeing as the outcome of five indicators (Every Child Matters: UK) Wellbeing as one of five key dispositions (Te Whaariki: NZ) Wellbeing as the sum of physical, social, emotional health, in relationship with others8Zi+X>*v^ %Relationships: the means to wellbeingTransitions as  relationship formation Relationships as  links between systems Relationships with key workers and caregivers Friendships as an aid to transition Vulnerable identities during transitions  Context, methods and analysisCity Fields Children s Centre: Babies, Toddlers, Kindergarten, family and community services Twelve child case studies: observation and interviews with parent and key worker Ethnographic approach to the culture of the setting and activities Analysis generated from dataZ Sample of children (anonymised) Billy: 7 months Anglo-Welsh boy Hana: 15 months Danish-Turkish girl Liam: 17 months Anglo-American boy Lillian, key worker Yuk Yue: 24 months Chinese girl Kerry, key worker Davey: 26 months English boy Sara, key workergZZ ZZZZg  > [+) Emergent categories Contributions to the wellbeing of the child the child s own initiatives and efforts the key worker s professional roles initiatives and efforts of other children preparatory and ongoing work by family member Signs of wellbeing in the child@- -Some important codes.C/IRA: child initiates relationship with adult C/IRC: child initiates relationship with child C/ILA: child initiates or leads activity A/FCL: follows child s lead A/RCI: responds to child s initiative A/IRC: initiates relationship with child A/ILA: initiates or leads activity Z dAdult strategies for wellbeing:  Follow the child  3 &&I think you do have different relationships,, because someone like Liam especially is quite independent & ; then Hana I had to work very hard at, so that was a very different relationship; for me it was a case of, we d gone through something together that was quite hard for her, quite difficult, and with perseverance we d got through it together, so that was quite an experience and we d had quite a strong relationship, quite a strong bond [Lillian interview]pZ Adult strategies for wellbeing:  Mirror their routines& and teach them ours  M!&,&I think once he d got his routine, and realised dad was coming back, he got the routine established and I would talk him through that during the day, so he asked me frequently. There are quite a few children that we have that frequently ask about the routines of the day and Davey needs that for security. So, it s just explaining, a little bit of lunch and then daddy will come back& [Sara, Interview about Davey] I think there are routines that are predictable, things like lunchtime and stuff like that, they are predictable, but then again we do talk to the children an awful lot about routines! [Lillian, Interview]"mPl, ^Adult strategies for wellbeing:  Make a bridge  0 && Talking about families and special people Sharing and reflecting emotions Recalling the child s home experiences Connecting the child with other children in the key group Connecting the child and the nursery with the larger world JChildren s contributions to wellbeingOffering comfort Sharing pleasurable activity Pleasurable social interaction Sharing food and chat Joint activity: attaching to the group Overtures to adults and others Adult and child strategies closely entwine and are hard to separate*ZDZD Offering comfort Ben (19 months) watches silently as Lillian carries Hana to the window to  wave daddy goodbye ; Hana appears to be too angry, as well as upset, to comply, and Lillian soon sets her down and sits beside her, talking gently to her. Ben looks around purposefully and identifies a small bright yellow bear among the soft toys on the cushions, which he picks up and offers to Hana. Hana angrily pushes his arm away but he persists in gently holding the bear towards her, until eventually she becomes quieter and accepts it.PP5(Sharing pleasurable activity Hana (18 mo) is passing Billy (7 mo), who has a basket of sounds objects, and decides to stop and sit down with him; she squats and then kneels a short distance from him, and picks up two metal jar-lids, which she bangs together experimentally; she then repeats the action with more intention and pleasure, and begins to interact teasingly with Billy, who looks at her with interest; she continues to bang, pause, look, tease and turn-take with Billy, and both giggle $ZMaking overtures to othersnYuk Yue, aged 24 months She has been talking to Carrie, who now leaves the conservatory to go in the garden; another key worker comes by and Yuk Yue climbs on to her lap and hugs her with a big squeeze. They chat briefly then this key worker also passes on into the garden [Observation, week 4] She is playing in the sand indoors alongside other children; she approaches a new staff member as she enters the room and gives her a tin of sand with a spoon in it (and is thanked). Then goes to collect a new container of sand which she takes to Kerry (sitting at a playdough table); Kerry enacts pleasure and gratitude and offers this  drink to the children sitting with her. [Observation, week 5]&ZZ> } Outcomes: the signs of wellbeingEnjoying relationships with peers and adults Demonstrating involvement, satisfaction and flow Communicating views and feelings, verbally or non-verbally Exploring, extending and persisting Contributing to the wellbeing of others Showing signs of belongingZ(A sense of belonging? Yuk YueYou can tell when children come with a smile  some children need to be brought in, they ll stand outside the classroom; other children just come in on their own and I think if they cross that door on their own, without an adult, to me that s when they re starting to feel like, This is my area, this is me, this is where I m happy; I belong here  I don t need an invitation, I can just come in and be here and play with what I want to, it s ownership& and Yuk Yue comes in with a smile! [Kerry, Interview about Yuk Yue] When she arrives! Oh yes, because she stands here, and she sings a song and she runs on in! [Parent Interview]"{Py,4s#Reflections, themes for developmentTransitions into care settings are viewed as individual  achievements but are always social and collective Adults are viewed as scaffolding experiences and relationships but these are always co-constructed Language as a tool of communication, learning and culture, is equally important where groups include pre-verbal childrenHH- J Cq/ !" # $ % & '*+,-   0` %%/3f3` E1Affff` ffCIfff` CI33̙` rCI]2}/<̙` q3fff3` 3ffffff` ff3f` ff3̙f` ffff3f>?" dd@*?Fd@lK " d@0`4 n?" dd@   @@``PP   @ ` `6p>>  (    < #" `x:  T Click to edit Master title style! !$  0l "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  08 "`P  Z*   0l "`0   Z*   0З "`  X*`B  s *DԔ"``2  64"` D0 2  6"T D0 2  6"H D0 H  0޽h ? 3ffffff___PPT10i. 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Y@$ %  0 $(  r  S T2x:  2 r  S 2 2 H  0޽h ? 3ffffff80___PPT10.s`$ %  0 $(  r  S 2x:  2 r  S t2 2 H  0޽h ? 3ffffff80___PPT10.s?$ % 0 $(  r  S P2x:  2 r  S (2 2 H  0޽h ? 3ffffff80___PPT10.s`ݺ$ % 0 $(  r  S 2x:  2 r  S 2 2 H  0޽h ? 3ffffff80___PPT10.s0$ % 0 $(  r  S \ zx:  z r  S 4 z z H  0޽h ? 3ffffff80___PPT10.sPi$ % 0 <$(  <r < S zx:  z r < S zC z H < 0޽h ? 3ffffff80___PPT10.)I$ % 0 $(  r  S ؘ/x:  / r  S /< / H  0޽h ? 3ffffff80___PPT10.s@ 0 $ (  X  C    /   S 2   /  The study reported in this paper explores the earliest transitions that children make into their group care settings, and the ways that this experience is supported and scaffolded by relationships with both adults and peers. In the UK, concern with children s transitions has traditionally focused on the experience of  starting school , viewed as a milestone in children s experience, and more recently on the entry to preschool. But in the last decade, as a result of demographic changes and government policy towards families, children s entry into group care has occurred at an earlier and earlier age, and the majority of children now experience some form of care outside the home before they start nursery at the age of three. Little attention has been paid to the impact of these early transitions on the wellbeing of babies and small children. Previous research has focused, from a psychological perspective, on the issues of attachment and separation from the mother or caregiver. In other words, the negative or difficult aspects of the transition, rather than the positive and pleasurable aspects, have been addressed, while the actual transition process has been viewed as something to be managed as swiftly and painlessly as possible, rather than as a valuable and rewarding experience for the child. This small-scale study looks instead at the ways that babies and toddlers and their key workers collaborate in the course of the transition process, and co-construct relationships that are supportive and enabling for the child s development and wellbeing, in the short and longer term. H  0޽h ? 3380___PPT10.I$  0 (  X  C    z  S *z 0  z  H  0޽h ? 3380___PPT10.p|.|  0    (  X  C    z   S  0z 0T  z<4___PPT9 J  Transitions, as Bronfenbrenner (1979) has argued, involve not simply a change of location or environment, but also a change of role and identity, as a result of the new relationships and responsibilities encountered in the process.  Successful transitions in childhood are those which support the child s developing identity, and for the youngest children, it is assumed a key contribution to this will be the relationships established with their new care-givers; but more recent evidence of small children s sociability (Murray & Andrews (2000), and early studies of infants transitions (Thyssen, 2000) suggest that relations with peers play an equal part. Research into transitions (Ramey & Ramey, 1998; Rimm-Kaufman et al, 2000, Brostrom, 2002) has described the positive and negative impacts on children s lives of successive transitions through the education system, including the impact on their academic progress and attainment. Where younger children are concerned, the focus is not on indicators of this kind but on the less easily defined goal of  wellbeing  a term which suggests the physical, social and emotional health of children without offering specific indicators. Continue& . Wellbeing, relationships& .*" P2oH  0޽h ? 3380___PPT10.1~  0   0  (   X   C    z    S ^z T  z<4___PPT9 L  Wellbeing as a total condition  physical, social, emotional, intellectual  was the label given by a powerful group of early educators and researchers to the experiences of children in the Experiential Education and Effective Early Learning movements (Pascal & Bertram, 1997; Laevers & Heylen, 2003). It is viewed by Laevers  the founder, with colleagues, of the Experiential Education project  as a state in which children are fully involved and absorbed in their chosen activities, supported by sensitive adults who ensure their autonomy. The new Early Years Foundation Stage (2007) in England also includes emotional wellbeing as a key area of development, but this document has drawn extensively on the influential New Zealand early childhood curriculum, Te Whaariki (Carr & May, 1994). The latter outlines five domains or aspects of children s dispositions: belonging, wellbeing, exploring, communicating and contributing. Carr (2001) has described the ways that these aspects can be documented through the construction of narratives, or Learning Stories, which are discussed and shared by the adults involved with the child. Outward signs of each aspect are identified by close observation of children, in settings and in their homes, by practitioners and parents. Holistic view of child in relationships not child solely as individual<D" ) =P>H   0޽h ? 3380___PPT10.p5 0 JB@(  X  C    zB  S z 0T  z<4___PPT9  Transitions of this kind (such as that from pre-school to school) have been described as essentially a process of relationship-formation (Pianta & Cox, 1999)  Links between systems which underpin Bronfenbrenner s ecological systems theory (1979) consist in the main of human links between microsystems. For young children, whose principal microsystems may be the family home and the preschool, these links take several forms, including visits to and from the home and setting by each of the parties involved. In the case of babies and toddlers, as in this study, a  settling period of two weeks or more is common, during which the child can access both her familiar and her  new care-givers simultaneously. Dalli (1999, 2000) and Brooker (2008, forthcoming) have described the range of interactions through which relationships with new caregivers are established in these early weeks. A smaller number of studies has focused specifically on the role of friendships in supporting children s transitions, and indicates that children who make a move along with existing friends settle more easily in their new environment, suffer fewer negative feelings, and  recover from the transition and pick up the threads of their development more quickly (Peters, 2000; Corsaro et al, 2003; Brooker, 2002). Children s developing sense of self, which is highly dependent on the reflections of themselves that they see in the behaviour of others (Schaffer, 1996; Trevarthen, 1998), is particularly vulnerable during transitions, so that the nature and quality of early interactions makes a significant contribution to wellbeing. ,W" ZZ6M & g# xH  0޽h ? 3380___PPT10.~  0 P(  X  C    z  S  z 0  z  H  0޽h ? 3380___PPT10.p#  0 `(  X  C    z  S z 0  z  H  0޽h ? 3380___PPT10.t 0 p(  X  C    z  S z 0  z rThis paper focuses on the relationships made and strategies undertaken by adults and children in the setting [ignores the triangle of care that includes child s home and family context]H  0޽h ? 3380___PPT10.Q 0 B: (   X   C    z:   S z 0  z Initial focus was on individual (the target child) then came to see everything that happened there as shared, distributed, social, situated! Still these were some categories used to code dataH   0޽h ? 3380___PPT10.P"W   0 2 * $ (  $X $ C    z*  $ S z <  z   Follow the child  Go with the child  Read the situation Lillian, Sara and Kerry described their strategies for settling new children, and making a relationship, in quite similar ways: all believed in  following the child , responding to his or her demonstrated preferences, without replicating the parent-child relationship . All their accounts affirmed that the nature of the relationship was shaped by the child s own wishes: that some children demand more explicit and visible shows of affection and attention, whereas others prefer to maintain their independence as far as possible. To some extent these different requirements are age-related; to some extent they reflect family and cultural experiences (as in the case of Yuk Yue, who was used, as her mother confirmed, to seeing to her own needs); and to some extent they reflect the child s own strategies for adaptation As Lillian pointed out,  They have different uses for you . These different  uses may follow different patterns: some of the children begin with a close attachment to their key worker, and only gradually relinquish it, while others take time to request and construct an overtly affectionate bond Similarly for Davey who was  not very tactile when he started settling in: .. I do enjoy picking children up and having a cuddle but it has to be very much on their terms& it s just reading the situation [Sara, interview about Davey]V<;>H $ 0޽h ? 3380___PPT10.PlKn   0   (~ (  (X ( C    z  ( S $z ^T  z<4___PPT9 < > Transition means learning new rules and routines, a particularly challenging task for pre-verbal children; babies and toddlers experience will be very different from their home experience; staff try to retain the child s familiar routines, and induct them explicitly into those of the nursery: and we just try to go by the child: that s the key, especially when you re working with babies. [Lillian, interview] One important reason to understand the routines of the nursery day, especially in the early days and weeks, is to know that at some point in the regular sequence of events, your parent will re-appear Grasp of routines gives children control over their lives, and ownership of the environment, conducive to wellbeing and belonging. Some children acquire this understanding apparently effortlessly, but staff can identify those who are uncertain, and ensure that there is a common understanding in the group so that children can support each other in managing their day: Preverbal children: Lillian gave full explanations of everything that was happening to Billy because  you re saying it for all the others to hear, they all listen and then they can all help each other ." t!ecH ( 0޽h ? 3380___PPT10.+   0 F > , (  ,X , C    {>  , S  { 0T  {<4___PPT9 <Key groups of three or four children spend a short time each morning in the  special place in their room where their family photos are displayed; staff talk through each child s experiences  who dressed them and brought them to nursery  and help the children to understand each other s feelings. The few children who have persistent separation difficulties are given copies of their parents photos which they may carry with them constantly; children know and understand each other s difficulties Key workers view role as linking child with others, joining them to the group rather than simply bonding with adults: experiences are collective Children are supported in understanding that there are different domains in their lives, and that the world outside the nursery continues to exist while they are not a part of it. Rather, children are reminded by their key workers that their mothers will be on their way to work, or picking up an older sibling from school, and encouraged to understand the links between the nursery and the  outside world .&" H , 0޽h ? 3380___PPT10.`(  0 RJ0(  0X 0 C    {J 0 S 0{ 0  { Many examples of all these categories As those who work with young children will know, the developmental  myth of their egocentricity and lack of empathy is much exaggerated, and even babies are observed to behave in friendly and sociable ways towards each other, while toddlers readily construct age-appropriate friendships in supportive settings (Dunn, 2004). In this nursery key workers believed that an important part of their own role was to form a bridge between the new child and her key group, so that the peer group provided the continuing nurture and stimulus for the child. Examples were observed of such staff-initiated opportunities for peer sociability, but also of child-initiated sociable acts and gestures. &H 0 0޽h ? 3380___PPT10.0dF  0 h`4(  4X 4 C    {` 4 S 5{ 0  { Hana s distress became a collective experience for the children and adults in the room& XXRH 4 0޽h ? 3380___PPT10.pq  0   8(  8X 8 C    {  8 S I{ 0  { The  outcomes are the  experiences which produce them& Positive relationships with adults and peers, which are a source of pleasure and happiness for all the children Involvement in activities of the child s choosing, a sign as Laevers affirms of deep satisfaction and fulfilment; flow; creativity; immersion Communication with adults and peers, including the hugs and other gestures which in Carr s words  express a point of view or feeling Exploration of the environment, the activities and the human resources, including in Carr s formulation  persisting with difficulties Contribution to the setting: through participation in joint activities, care and attention to individuals, and taking responsibility for routines and needs Belonging: signs of ownership of the environment and control of the learning; appearing relaxed,  at home ,  suitable , like  fish in water mOZ  y |  H 8 0޽h ? 3380___PPT10.0\k_q 0  H(  HX H C    { H S e{ 0  { QMany experiences of children acting fondly and affectionately towards each other RRH H 0޽h ? 3380___PPT10. 0 .&0L(  LX L C    {& L S p{ 0  { Confident after 4 weeks to approach all other adults in the setting, to offer and request friendship and affection, support for activities etcH L 0޽h ? 3380___PPT10.@z3 0 !@P(  PX P C    { P S u{ 0  { _Parent and key worker in agreement on child ie shared values are developing in triangle of care``,2H P 0޽h ? 3380___PPT10.sj 0 PTz(  TX T C    { T S 8{ 0T  {<4___PPT9 8Focus on transitions has always been on individual but is always collective Focus on adult role ignores child s active agency Focus on language even with preverbal children shows support for metacognition which is also collective"  H T 0޽h ? 3380___PPT10.ZrdDQg@ilkmoqttxz|~$P|2ZHv,؜pl6f4ԉT` p-1Oh+'0 hp   Slide 1behpcdpEchobehpcdp12Microsoft Office PowerPoint@Iш/@ >@ڭ Gg  (  y--$xx--'--%!!9--'3ff--&$$%%&')*****) '&%%$--'--&$$% % & ' ) *****)'&%%$--'--&$$%%&')*****)'&%%$--'@Arial-. %2 $'First experience of ."Systemp9-@Arial-. 2 3'crossing borders.-@Arial-.  2 3 .-@Arial-. 2 H' Liz Brooker.-@Arial-. (2 P'Institute of Education.-@Arial-. %2 Y'University of London.-@Arial-.  2 a'UK.-՜.+,0    &On-screen ShowIOE ArialTimes New Roman WingdingsEcho&First experience of crossing bordersOutline of the presentationIssues in early transitions#Wellbeing: the goal of transitions&Relationships: the means to wellbeingContext, methods and analysis Sample of children (anonymised)Emergent categoriesSome important codes3Adult strategies for wellbeing: Follow the childMAdult strategies for wellbeing: Mirror their routines and teach them ours0Adult strategies for wellbeing: Make a bridge&Childrens contributions to wellbeingOffering comfortSharing pleasurable activityMaking overtures to others!Outcomes: the signs of wellbeingA sense of belonging? Yuk Yue$Reflections, themes for development  Fonts UsedDesign Template Slide Titles_0behpcdpbehpcdp  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8Root EntrydO)0s @Current User&SummaryInformation(PowerPoint Document(_PCPC