Introduction

Purpose
What is the purpose of this guide?

The purpose of this guide is to enable parents to support and advocate for their children during transitions. The guide contains training activities and hands-on action tools to help parents and staff work in partnership as children transition into and out of Early Head Start, Head Start, child care settings, and elementary schools.

Why is transition an important issue for staff and parents?

Transition addresses all the changes that occur as a child moves from one setting to another—from home to a program, within a program, or between programs. It is a process that involves children, families, staff, and organizations.

Today children often experience transition as they move into and out of many early childhood programs and classrooms in their early years. Each program and each teacher a child encounters has new routines, expectations, and relationships. Because of children's limited experience, it is often hard for them to deal with these changes. For example, Nathan, a toddler, is used to having his snack at a certain time. He may worry when his snack is not served at the same time in the new setting. Without the words to express his feelings, Nathan may have a temper tantrum. His new care-giver may not pick him up to calm him the way his former caregiver did. He may miss her and cry more.

Young children from birth through age eight learn best when they feel secure and know they can trust the adults caring for them. Children who have experiences like Nathan's may lose their sense of trust and security and may have more difficulty learning.

Outcomes
What are the goals of transition?

The transition process should consider the following goals:
 

1. Continuity of services and care

2. Minimal disruption of the family system

3. Enhanced child development from one environment to the next

4. Planning, preparation, implementation, and evaluation within and between programs and with the family

Audience
What can staff do to help?

This guide is written for all Head Start parents and staff. In general, transitions are easier when children have fewer changes to deal with and when they have time to get used to some things ahead of time, like going to a new building. All children adjust better when individualized plans are made for their transition. It is important for staff to learn about individual interests, temperaments, strengths, and experiences so they can choose the best way to help each child.

Parents have the expertise about their children. When parents and staff build family partnerships they can learn together how to help the child transition into and out of a program. For example, if Nathan's parents and caregiver had worked as partners, sharing information and developing a plan, they could have made his transition easier. Knowing how important routines were to Nathan, his parents might have asked for his snack to be served at his regular time. The teacher might have suggested other routines that could be adjusted until he had established a good relationship with her and felt comfortable.

What can parents do to help?

Parents, not staff, have the responsibility for helping children transition throughout their early lives and education. Parents are powerful advocates who are the key to successful transitions. They can advocate for their child by:
 

· Sharing what they know about their child

· Working with their child at home

· Learning about new settings and new experiences

· Communicating regularly with staff

· Staying involved in the program

· Networking with other parents

· Speaking out and acting for all children

Performance Standards

As part of the process of individualizing the program and building partnerships, programs must:

What do the Head Start Program
Performance Standards require?

• Help parents become their children's advocates and supporters as their children transition into, through, and out of the program
• Conduct periodic staff-parent meetings and one at the end of the year to discuss each child's progress
• Provide education and training to prepare parents to exercise their rights and responsibilities in school settings
• Help parents communicate with teachers in school settings and take part in making decisions that affect their child
• Begin transition planning for each child and family at least six months before the child's third birthday (refer to the Transition series in the Training Guides for the Head Start Learning Community).

Organization
How will this guide help your program?

This guide encourages planning, partnership, and action. The guide includes nine Action Tools to help parents and staff under stand transition, the key role parents play, and ways to implement the performance standards. These nine Action Tools are organized into three broad skill categories that enable parents to:
 

· Support each child

· Build partnerships

· Strengthen advocacy skills

How can you use the Action Tools?

Each of the tools has a three- to five-page section for parents called Parent Action Tools. While parents can use the information and suggested action steps independently, they are more likely to explore and use these materials on an ongoing basis when staff or parent leaders introduce families to the information and action steps. An orientation session is a good way to begin.

As a way of introducing the tools, each Action Tool also includes Program Action to help staff and parent leaders intro duce parents to each tool. Leaders can use the Program Action material to include transition information in regular activities, such as home visits, parent-teacher conferences, training workshops, and program tours. Other tools will help you organize special events, such as a family night, speakers panel, and videotape viewing. You can also include the information in a variety of program materials, including newsletters, program handbooks, or volunteer guides.

Where do you start?

Begin by asking someone to read the guide and use the tips provided for leading an orientation session. The leader can be anyone who is interested in the materials and has training skills. The leader can choose to use the suggestions for the orientation outlined on the following pages, or to design his or her own session.

Parents are best supported through the many relationships they develop in the program. Those who are experienced in working with the program can use the orientation to recognize their opportunities to serve as leaders by supporting other parents. Staff from each program area will learn how they can build on these existing relationships and have a part in helping parents become advocates for their children.

Leading an Orientation Session
Purpose

The purpose of this orientation session is for families and staff to explore the Action Tools in this guide as a resource for expanding their individual and program efforts to involve parents in transition activities. Participants become familiar with their responsibilities to Support Each Child, Build Partnerships, and Strengthen Advocacy Skills throughout the transition process.

Suggested Materials:

Action Tools: Program Action and Parent Action sections
Information from Introduction section
Head Start Program Performance Standards
Program Planning Sheet
Parent Planning Sheet

Tips for Leaders:
 

• Plan to invite and involve all staff and interested parents in your orientation session.

• Become familiar with all of the Action Tools in this guide so that you are able to provide an overview of each tool.

• Consider dividing your orientation session into two or even three meetings spread throughout the year. The tools in the first two categories, Support Each Child and Build Partnerships, are easier to understand and use than those in the last category, Strengthen Advocacy Skills. You might introduce the easier-to-use tools during the first one or two meetings. In later meetings, you could then revise the plans made in the previous meeting and move onto the more complex tools. This approach gives participants several opportunities to develop a sound program plan that is responsive to individual parent interests.

• Use the Head Start training guides, Effective Transition Practices: Facilitating Continuity and Planning for Transitions, to find additional information and training resources on the topic of transition.

• During the small group review of Action Tools it may be helpful to ask partners in each group to look at one tool. Once the partners understand the content of the tool, they can work with others in their group to complete the Program Planning Sheet.

Introduction

1. Ask participants to share with you their view of transition. Then review some of the Parent Stories from the Action Tools and the information on transition in the Introduction.

Discussion

1. Review the Head Start Program Performance Standards and explain that the transition requirements are part of the Family and Community Partnerships section of the performance standards. Ask the group to discuss the following:

What are parents already doing to prepare and support their children before, during, and after transitions?

How are Head Start parents supporting each other during transitions, both formally and informally?

How are staff supporting children and families before, during, and after transitions?

List all responses to these questions on newsprint. Then ask the group:

What else can parents and staff do, in partnership, to support and advocate for children in transition?

List all suggestions for the group to see.

Summarize by explaining that learning from each other's experiences helps build our information and skills, which become the keys to opening new doors during transitions.

Action Tools Review

1. Use the graphic on page 4 to illustrate that the guide is organized into three skill categories that are represented by doors. Each skill section contains three key action tools. Explain that participants will now have an opportunity to have hands-on experience with an Action Tool.

Give participants the Parent Action section of Tool 1. Give them time to read through the suggestions. Then share the Program Action section and explain the relationships between the two sections of the tool. Ask them to consider organizing a family night. Ask:

Who would organize the family night? When would it be held?

Is there an event they already do that could be adapted?

Explain that the tools are designed to be flexible so pro grams can fit them into existing events and relationships.

Form Small Groups
 

1. Have participants form small groups and explain that they will be working as part of a larger program planning team. Each group will focus on one of the three categories of tools to help parents and program staff support each child, build partnerships, or strengthen advocacy skills. The planning team will develop ideas for expanding program efforts to involve parents in transition.

Small Group Planning Session
 

1. Give each group one category of Action Tools. Explain that their task is to brainstorm about how they could use the ideas. For example, Tool 2 might be used by Family Advocates during home visits or by teachers during parent-teacher conferences. Give each group the Pro gram Planning Sheet on the next page and suggest they follow the directions on the sheet to plan ways to use each tool.

Program Planning
 

1. Create a master Program Planning Sheet on newsprint. Have the small groups present the ideas that fit into scheduled activities. Discuss the steps they need to take and the people that need to be involved to make their plan work.

Parent Planning Sheet
 

1. Refer participants to the Parent Planning Sheet located on page 9. Explain that this handout can be used by parents to individualize their personal plan for using the Action Tools and tracking their progress.

Follow-up
 

1. Help the group decide how to follow through on their ideas. Ask small groups what other ideas they feel should be included in the program's plan. Determine what next steps the group wants to take to initiate these new ideas. Hold a follow-up meeting to continue planning.

Handout:  Program Planning Sheet

Directions:  Review the tools with your group and use the chart to plan how you will use the tools in your program.                     Column 1:  Review the tool and not the Program ad Parent Action Suggestions                     Column 2:  Decide how your program could use the suggestions along with already scheduled activities                     Column 3:  Decide how your program could use the suggestions to initiate new activities                     Column 4:  Plan action steps to use the tools                     Column 5:  Set a target date for each action step

Action Tools	Scheduled Activities	New Activities to Try	Action Steps	Target Date
Tool Program Action: Parent Action:
Tool Program Action: Parent Action
Tool Program Action: Parent Action:
Tool Program Action: Parent Action:

 

Handout:  Parent Planning Sheet Before Using the Tool             Which door will you open first?             I plan to start with skills to: Support each child  Build Partnerships  Strengthen advocacy skills

Which key will you use first? I plan to start with Action Tool                                     on                                                     . My Goal is                                                                                                                            . I am also interested in using: Action Tool                      Action Tool                              Action Tool                                 . Action Tool                      Action Tool                              Action Tool                                 . Action Tool                      Action Tool                              .

How will you move through the door? I plan to use the Tools                       by myself                with a partner                   in a small group Names of partners:                                                                                                              .

After Using the Tool (Use this space to record what you learned; important accomplishments; questions or concerns.) Our next session will be: (Date, Time)                                             (Tool)                              .

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