What do you think of when I say Transitions? I am sure many of you have many different ideas of the meaning of Transition.
For this course, Transitions are what guide children through the day, provide special attention to individuals, and help children move from one area to another area of the room smoothly.
• During transition time, children often spend much time waiting (e.g., wait until
everyone has finished snack, wait for buses)
• Some children (and adults) have stressful and frustrating experiences during
transitions between activities (e.g., children arguing over who took out what
toys and should put them away; children not knowing where to put certain
toys when they are done with them)
• Skills such as cleaning up toys and lining up may reduce transition times and
may lead to more time for children to become engaged in learning activities
• As children become independent and are taught what they “should be doing,”
we are less likely to see problem behaviors.
• Many preschool teachers and other caregivers consider children’s ability to
independently make transitions between activities one of the essential skills
needed in group contexts such as kindergarten and preschool.
Another good question! How can you incorporate Transitions into your classroom? There are numerous strategies that support smooth transitions between activities. Let start with learning these strategies.
You should really start before the transition here are some examples of strategies you can use BEFORE the transition:
Sing songs, play word or guessing games, recite rhymes, or do finger plays with children so that the time passes more quickly when they have to wait for long periods of time for new activities to begin
• Plan a gradual increase or decrease in the level of activity (e.g., outdoor play followed by snack) and a good balance of active and quiet play (e.g., center time followed by story time)
• Allow children adequate time to finish projects or activities so they do not become frustrated by activities ending too soon
• Plan something for those children who finish an activity quickly so they are not waiting without something to do (e.g., if some children finish cleaning up and getting to large group quickly, might they look at books while waiting for other children to finish cleaning up?)
Here are some Strategies That Support After the Transition:
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