Transition Back Into Setting

Transition Back Into Setting 

For all children Christmas has been a long build up of excitement and the younger the child the harder it is for them to understand that it’s now finished.

My 2 year old is still singing When Santa got Stuck up the Chimney (a song everyone praised him for singing and knowing all the words to last week!) Now he can’t understand why a song he sang only a few days ago doesn’t receive the same response or reaction!

We give Christmas such a long build up (often starting in November) where we sing songs and tell stories that children often don’t understand because they are yet to experience it first hand. Then we’re so quick and eager to clear it all away.

Yet young children need the first hand experience of something to then play and make sense of it all.

I’ve seen lots of posts recently asking people to share their invitations to play for January.

This is your reminder that you don’t need to fill every space with something new.

Leave some space for the retelling of children’s Christmas holiday experiences.

How about keeping a Christmas tree up in your home corner so children can retell their experiences from home. It’s through play that children process and make sense of the world. Keep a few Christmas small world bits out too!

Before you start teaching phonics and maths again leave space in your day to reconnect and listen to Christmas and holiday experiences. The children will be so excited to see you and share all their experiences with you. The best we can give them is our time and full attention. I know my little one sees his nursery teachers as an extension of our family (which is how it should be) and he can’t wait to see them and share all his news with them.

When transitioning back into school and setting this next week give extra time for the re-settling in.

- Prioritise talk and reconnection. Find out how the holiday was for each child. What did they enjoy? Was there anything difficulty they want to share with you and work through?
- Give time to share stories together and play with no purpose or agenda but just to enjoy seeing each other again.
- Give children the extra support they need in turn taking, sharing and playing with others.
- Have lots of opportunity for child led learning in the environment both in and out as children will have missed playing here.
- Make sure children have lots of interrupted time to play and catch up with their friends too.
- Be patient and flexible. Some children may need extra support leaving their families at drop off as they’ve spent a good two weeks at home with them and need to readjust.

For more support and training take a look at my website

www.hyggeintheearlyyears.co.uk