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Supporting Inclusion in Early Childhood Settings
SPRING 2007
Vol. 17, No. 3
+ Planning Smooth Transitions
Transitions in early childhood programs hap
apart.
pen whenever children switch caregivers,
G Teach children what is expected so they
move from place to place, or change from one
learn self-regulation skills.
During well-
activity to another. For example, children
planned transitions, children anticipate and
start the day by switching from parent to
take the lead in doing what is needed to move
caregiver, moving from car/bus to inside, and
to the next activity. You support self-man-
changing from fairly passive sitting to en-
agement by actively teaching the sequence of
gagement in arrival activities.
activities—what comes first, second, etc.
As necessary and frequent daily experiences,
Effective teaching allows you to engage
transitions require attention and planning.
children, move beyond giving orders or need-
When transitions are planned as a meaningful part of the
ing to constantly tell children what to do next, and
curriculum, they promote children’s learning, set a positive
enables you to individually support children who may need
tone, and help everyone move seamlessly through the day.
it.
When transitions are ignored, the results can be unpleas-
G Constantly evaluate the effectiveness of transition
ant—children who engage in rowdy or inappropriate
plans and make adjustments. Be prepared to be flexible
behavior and teachers who dread transitions. Transitions
and try different and new ways of doing things as you
that are not carefully and thoughtfully planned compromise
study each transition. Whenever a transition is neces-
children’s ability to benefit from other learning opportuni-
sary, it should allow enough time for children to partici-
ties. What to do? Here are four general principles you
pate at their own pace. If a transition is too long, change
can use to plan effective transitions:
it! If children seem uncooperative or you begin to feel
G Minimize the number of transitions as much as
frustrated, use the principles previously described to
possible. While transitions must occur, young children
alter your approach.
benefit from a schedule that limits the need to switch too
There are many strategies for planning transitions that
frequently. Too many transitions results in stress for both
give children tools to understand the routine and make
children and adults. Even when children seem to have had
them partners in the process of caring for themselves
plenty of time to play, it can be difficult for them to leave
and their learning community. When transitions work,
an activity that has captured their attention and move on
children move through them without seeming to need the
simply because “it is time.”
guidance of adults at all! +
SHW/SLM
G Plan ahead. Long before children arrive, think about
major transitions determined by your schedule and make
+ In This Issue
plans. During the planning, look first at the environment to
make sure it supports what is expected during the transi-
+ In Focus
+ Putting It Into Practice
tion. Determine creative ways to use staff (if you have
+ Try It Out
+ Question
them) to build flexibility into transitions. Be fully pre-
+ Connecting With Families
+ Resource Review
pared and set up for the day so you can focus on encourag-
ing children during transitions.
Don’t forget that an
element of fun can help keep a transition from falling

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