Page 59 - PSPS: A Training guide

However, managing the needs of those who, for whatever reason, take a longer time
with their transition is a vital part of the overall process for each classroom. Getting it
‘right’ in the early stages will lead to better outcomes for all in the longer term.
According to Tús Maith, a programme which was developed and implemented in
Ireland specifically to support social and emotional well-being in preparing to enter
school (Barnardos, 2012a), ‘A poor transition to primary school has long-term
consequences for children. The evidence suggests that children who experience
difficulties early on in school are less likely to do well in their later academic learning,
and that these children have an increased risk of early school leaving.’

The following factors therefore need to be considered:

Emotional: Children can manage their emotions and regulate their behaviour.
This will be evidenced by children being able to:

Identify and name emotions

Be aware of their own/others’ emotions

Understand and express emotions

Manage conflict and demonstrate empathy for others.

Social: Children will experience positive relationships with their peers and early years
staff. This will be evidenced by children being able to:

Manage their emotions

Play cooperatively, participate and take turns

Solve problems

Share, make positive choices.

These factors are useful in considering each child’s levels of social and emotional
development and contribute to the level of support that teachers and parents may
decide to provide for the child.

Another helpful method of monitoring and identifying any children that need extra
support for their social and emotional development is the Leuven Scale (known as the
Sics/Ziko observational scale) which was developed particularly for this situation. It has
been widely used in schools and preschools to establish how well each child is coping
with their transition. It assesses the child on two indicators, Well-Being and
Involvement.