While working with children is far from being humdrum, there is a definite cycle and pattern to it. This time of year is the farewell season. Children are moving on and fond goodbyes are said, while at the same time the crucial process of meeting new children may already have begun in preparation for settling-in time in September.
Long gone are the days when two- and three-year-olds were pushed over the threshold, bawling with separation anxiety. Today, careful preparation is the norm and the focus is on building relationships with children before they start.
As Katriona Ismael, a childminder in Catford, London, explains, 'One of the things I like to do is to visit the children in their homes before the contract is signed. This way the children get to know me in their home as well as visiting me in mine.
'I like to them to show me their bedroom, so that afterwards we can talk about things at home and I can get an idea of the type of toys that they particularly like.
'During this visit, I ask the children if they would like to come back one day to my house for tea. Visiting children in their homes really makes a difference in getting to know children and their families.'
For Katriona, an essential part of settling in a child is to gradually build up the amount of time they spend without their parents. 'After the child has become used to visiting me at home, we start off with short stays and build up from there,' she says.
This gradual approach to settling in is shared by Deirdre Berkery, headmistress of Broadhurst pre-preparatory school in London, who says that it benefits both children and their parents. 'We have a specific programme which is then tailored to meet children's individual needs. Children begin by coming in for just one hour with their parents. This means they do not get over-tired and, because parents stay in the room, they can relax and enjoy the activities,' she says.
'I feel that this is extremely important. I want children to come back the next day feeling positive. Over the next few days, children stay for a little longer and while parents stay in the room, we encourage them to take more of a back seat so the children can get to know us. Parents then leave the room for a few minutes, and gradually the amount of time the children spend alone with us is increased. Involving parents in settling in means that they can watch the way in which we work with their children and this helps to develop confidence in us. This system also gives parents a chance to meet each other and build friendships.'
Continuity is also another key theme in helping young children to settle in that the community-based Playlink service in East Sussex is keen to explore. Service manager Carol Adams explains, 'We provide many services to children and families, including home visiting and drop-in sessions.
'The popular drop-in sessions give children new play opportunities and also help them develop social skills. Children learn to ask adults who are not family members for support and this can help them later on when they go into nursery classes.'
To help children make the move from the drop-in sessions into nursery, Carol and her team are piloting a new transition scheme at their Hollington setting. 'This year we are looking at a three-way visiting scheme to help children adjust and settle in,' says Carol. 'First, nursery staff will visit the children in their homes and then they will also see the children in our drop-ins. Finally, when children begin at the nursery, our staff will be on hand so children have a familiar face when they start off. We think that this way, children will be gradually eased into new surroundings.'
As well as supporting the children as they start nursery, Carol is aware that parents need support too. 'We have an open-door policy and parents can come into our drop-in sessions even if they do not bring a child with them. It is not unusual for parents to come and see us after leaving their children at nursery - it's easy to forget, but this is a time of transition for parents too.'