Care for Children

Settling New Arrivals

Units with in this cluster

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HLTWHS300A- Contribute to OHS processes CHCCN301C- Ensure childrens Health & Safety CHCCN302A- Provide Care for Children CHCCN303A- Contribute to provision of nutritionally balanced food in safe and hygienic manner CHCCN305B- Provide care for Babies

Sources Acecqa.gov

Overview
This slide show provides an overview of separation and settling children into the service. As an educator your role is to meet and greet children and parents on arrival and to help them with the separation process in a child care service. How we help both parents and children separate at the beginning of the day can play a big part in how the child and parents day will travel.

Separation
Educators have an important role to play in supporting children during the stressful time of separating from their parents. Settling a baby who is new to child care requires a great deal of skill and understanding. Children who do not recover from the upset of separating from their primary attachment figure may find it very difficult to develop trust in their educators, to feel secure and to explore their new environments

Source- Image Google

Settling in New arrivals

How can educators make the separation process smoother?

1. 2. 3. 4. 5.

Encouraging the parents to stay Developing a settling in process Responding appropriately to the parents and childs distress Establishing routines to minimise the distress at separation Developing a relationship with the children

Source Image Google

SEPARATION ANXIETY
Find out childs likes and dislikes Follow parents advice / suggestions Be friendly and reassuring to parents Ask parent to send something special from home Make sure child has comforters Never leave distressed child to cry by him/herself Offer physical comfort, even if they continue to cry

SEPARATION ANXIETY cont

Talk to child in gentle, reassuring voice Take child for a walk away from hustle and bustle of room Find a game/activity child likes Establish a ritual to carry out when parent leaves Take their fears seriously Try to prevent frightening situations from occurring

STAGES OF SEPARATION ANXIETY

What can we expect and how do we deal with the various stages of separation anxiety? A significant factor in developing a sense of autonomy is the ability to separate from the primary carer (mother/father/guardian). Children usually go through predictable developmental stages in separation. These stages will depend on a range of influencing social and cultural factors unique to each child and family.

STAGES OF SEPARATION ANXIETY

First Stage (birth 5/6 months) Obvious preference for mother, however babies at this stage discriminate less between adults, so long as their needs are met in a responsive, caring way Second Stage (5-11mths) Infants show a definite preference for familiar people eg mother, father, frequent carer. Third stage separation anxiety (8 18mths) children will resist care or attention from unfamiliar people and will move closer to their parent or familiar carer. Fear of being separated from primary caregivers and will cry when this person leaves room. Fourth Stage Stranger anxiety (18 24mths) children become cautious around strangers, may become distressed, clingy and cry Fifth Stage (3+ yrs) child begins to understand mum or dad will return and they are not being abandoned.

TRANSITION PHASE
The younger the child, the more critical the transition phase. A well planned transition into care should take place over several weeks and allow: The child to develop an attachment to the primary educator The child to get to know the educator and adjust to the care setting while having the security of their mother close by to reassure the child A gradual decrease in the amount of time parents spend at the service with the child

GATHERING INFORMATION
One of the most important features of a well planned transition is the opportunity for educators to gather information about the cultural context in which the child lives and about the individual needs of the child including: The childs daily schedule and routines when the child sleeps, eats, wakes, requires nappy change or toileting Learning about infants cues or how the child communicates and how educator can respond to these cues Asking questions and observing parent child rituals that have developed as part of the childparent relationship

REASSURING AND SUPPORTING PARENTS

How might you reassure a parent who was showing signs of distress at leaving his/her child in your care? 1. Explain your role is to develop secondary attachments with the child that support rather than weaken the childs primary attachment 2. Ensure childs personal belongings are cared for appropriately 3. Talk to parents and ask their advice about establishing routines for their child 4. Discuss childs day so they feel informed 5. Show empathy you understand the conflicts they are experiencing 6. Invite parents to spend time at centre

GENERAL STRATEGIES TO SUPPORT SEPARATION

Find out childs likes and dislikes Follow parents advice / suggestions Be friendly and reassuring to parents Ask parent to send something special from home Make sure child has comforters Never leave distressed child to cry by him/herself Offer physical comfort, even if they continue to cry Talk to child in gentle, reassuring voice Take child for a walk away from hustle and bustle of room Find a game/activity child likes Establish a ritual to carry out when parent leaves Take their fears seriously Try to prevent frightening situations from occurring
Source Image Google

Summary
In summary, we have discussed how important it is to have both children and parents settle on arrival and at separation. We also know that as an educator we need to think about the childrens and parents individual needs in this process. We also need to consider the services policies and practices when working in a service.

References
Text Book The Big Picture Karen Kearns Chapter 5 Birth to Big School- Karen Kearns Chapter 4

www.acecqa.gov.au www.raisingchildren.net.au www.earlychildhoodaustralia.org.au