Page 21 - PSPS: A Training guide

Learning Objectives

The objectives of this unit are to help the professional gain an understanding of the
diverse family characteristics, dynamics, structures and backgrounds that exist in
order to build respectful relationships with families, and to ultimately support a
successful transition for children members of those families. In this regard, self-
reflection is an important part of achieving these outcomes, as it can help identify
personal biases and beliefs and the way these might influence interactions with
particular families.
Understanding family dynamics and the particular contexts they operate
within enables Early Years practitioners and teachers to provide tailored and
effective support during the transition process. It is, after all, in the
professional’s power to facilitate an inclusive and supportive transition for
children and their families.

Identifying Needs

Families vary greatly from one another, influenced by factors such as ethnicity, religion,
socioeconomic status, and geographic location. Recognising and understanding these
differences can help everyone involved in transitions to understand a child’s family
situation. This then gives practitioners and teachers insights into how a particular
family might best approach and navigate their child’s transition in an effective,
constructive and positive way.

Listed below you will find several factors to take into consideration when supporting
children and their families in the process of transition from preschool to primary
school.

Diversity of family structures

As we know, families take many various forms. When working with families during the
transition process, it is important to acknowledge the various types of family structures
that exist. Nuclear families, single-parent families, blended families, mixed marriage
families, same-sex parent families, each type of family structure has its own unique
circumstances. For instance, in a single-parent family, the parent may have to juggle
both work and childcare responsibilities, which can make it difficult for them to attend
school meetings or be actively involved in the child's education.
Educators (Early Years practitioners, schools and all relevant professionals) can provide
support by offering flexible meeting times or providing resources for childcare.

Similarly, in same-sex parent families, the child may face challenges related to social
stigma and discrimination. Educators can create a safe and inclusive environment by
promoting diversity and inclusion and by celebrating the different types of families that
exist.