Child Care Plus (Page 2 of 4) in pdf

+ IN FOCUS

+ TRY IT OUT

Choose a typical day in your program and create a de-

For some children, a difficult transition may have nothing

tailed schedule of activities. Remember that a transition

to do with routines and activities. Children form strong

occurs whenever children shift from one activity or

attachments with adults in the program, and for some

routine to another. When children move from outdoor

children, staff transitions can create stress and anxiety.

play to handwashing to snack time and then from snack

Joseph had a difficult time when Ariel, the morning

time to circle time, they have experienced three transi-

assistant, left and Juanita, the afternoon assistant,

tions.

arrived. Although he seemed to enjoy being with

both of these adults, Joseph frequently cried and

Schedule of Activities for ___________________

screamed over and over, “don’t go”!

The head

teacher used the following strategies to make this

Morning

Afternoon

necessary transition smoother.

First, she gave Joseph advance notice that Ariel

would be leaving when lunch was over. Ariel began

helping the children clean up their dishes each

day—creating a consistent “last thing” she would do

before leaving. She reminded Joseph that Ariel

would be leaving after the cleanup and that Juanita

u Count the number of transitions that occur using this

would be arriving soon.

schedule. Consider which ones are effective and which

She posted pictures of all the staff at child height

ones are not working as well as you would like.

and talked about Juanita during the morning (what

u Choose a transition you would like to eliminate; a) think

she would be wearing, the book she read yesterday).

about what you do now and b) plan one change you could

Over time, Joseph became familiar with these

make in your schedule to eliminate the transition.

routines and his tantrums diminished.

This teacher was committed to making the transition

u Choose a transition you would like to change; a) think

easier for Joseph. By putting her energy into planning a

about what it looks like now and b) make a plan to change

smooth transition, she found she did not need to spend as

it to make it work more effectively. +

CC+

much time calming an anxious child. +

CC+

    

+ CONNECTING WITH FAMILIES

A major transition in early childhood programs occurs at drop-off or arrival time. Since this transition often involves

families, it is important to establish routines that work easily and yet are flexible. During this transition, emotions may

be strong for both children and their parent(s). You become the person who facilitates this transition so both the child

and the parent feel positive about what happens next.

A teacher/caregiver who is prepared for the day and ready to greet children and their parents can make a big difference.

Predictable routines like taking off wraps and putting them in a personal cubby help children feel comfortable. Parents

feel more comfortable when they know what is expected of them during the drop-off process, too. Is there a bench or

chair for parents to sit at child level to help the child take off a coat, tie a shoe, or give a parting hug? Do they need to

sign the child in and briefly describe any “stuff the teacher needs to know about today”? Is there enough time to talk with

you about a celebration or concern? Do they join you for a minute as you help the child enter the play?

If you take a second look at the principles that make good transitions for young children, you will see that many apply to

making the transition of dropping off their child a positive experience for parents and families as well. +

SLM

Child Care plus+, Spring 2007

Child Care Plus Page 2

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