Supporting transition for children with English as an Additional Language

Top tips on making a children’s transition smooth

Starting nursery can be a difficult time for children who have English as an Additional Language. Early Years settings should try to make this transition as smooth as possible for both the child and their family, yet how can this be achieved? Here are a few pointers to help make that smooth transition

Settling In

Some settings offer new children a settling in period. This may be one or two short sessions prior to starting the nursery. Settling is sessions can help the child to become familiar with the practitioners and the routine, offering the parents the opportunity to stay with their child or see how the child is alone. These sessions can be difficult for a child who has little or no English, due to lack of communication. This can be supported through the use of widgets or picture cards. The practitioner should aid the child’s understanding by offering visual support, enabling them to feel included and able to understand what is being asked. If the parents have some English skills it is a good idea for them to stay during the settling in period, so they are able to translate for the practitioner and settle the child.

All About Me

Many settings will require parents to complete a range of documents upon starting to gain some knowledge and understanding of the child. Registration forms and all about me booklets enable practitioners to know more about the child, supporting their transition. These documents are usually written in English, however, this can be difficult for parents with little English to complete correctly due to a lack of understanding. To support parents in providing accurate information, these documents can be translated into the child’s home language. This will ensure the parents are aware of what is being asked, and can give valuable information on their child.

Key Words

It is important to gain some key words from the parents prior to the child starting the setting, to aid communication. These should include words that the child may use often throughout the day such as “toilet” and “drink.” It is a good idea to ask the parents for the correct pronunciation as to not confuse the child. These should be shared with all practitioners working with the child and displayed in the room for quick reference throughout the day.

Photo Books

Photo books are a great way to support children with English as an Additional Language. It is a good idea to create a book including photos of the nursery, the practitioners in the room and the routine for the child to take home. Parents can use the photo book at home to prepare the child for starting the setting. It is also a good idea to gather photos of the child’s family to create a photo book to keep at the setting, enabling the child to have some comfort whilst at nursery. This also gives the practitioner something to talk about with the child, building a strong relationship.

Labels & Signs

It is important that once the child starts the setting that any labels or signs are also offered in the child’s home language. This will help both the child and parents to feel included and their home language valued. Key words on displays should also be translated into the child’s home language, enabling parents who have little or no English to view and understanding what their child has been doing at the setting.