Child Care Plus (Page 3 of 4) in pdf

+ PUTTING IT INTO PRACTICE

Transitions are challenging for most young chil-

Positive child guidance techniques used throughout

dren—and can be a source of frustration for teachers

the program support children during transitions.

plan ahead

teach

as well! When you take time to

and

G Address the strengths, interests, and needs of each

what is expected

, you can make transitions a positive

child. Plan ahead to support children who may need

and learning experience for everyone in your program.

help with transition cues. Often, parents or other

Y P

members of a child’s team can help you identify

LAN

HEAD

specific strategies that will support a child in your

G Prepare the environment. Create clear paths with

program. Strategies might include providing advance

minimal distractions so it is easy for children to

notice when activities are about to change or using

move from one activity to the next. Make sure that

a transition item (such as a paint brush or snack

the materials and equipment you and the children

plate) to help a child anticipate the next activity.

need for the next activity are available and ready

Y T

EACH

HILDREN

HAT

XPECTED

for use. See to it that you have enough materials to

support the transition.

A simple transition can

G Start by posting a “picture schedule” where children

become challenging when too many children are

can see it. You might use actual photographs of your

waiting to use the same soap dispenser.

play yard, lunch table, and play centers in sequential

G Establish a predictable routine or schedule so

order or draw pictures to represent different parts

children know what will happen next. For example,

of your day.

children will begin to naturally move to put on coats

G Model what you are teaching the children. Keep a

after lunch if outdoor play routinely follows lunch.

calm voice and manner. Speak softly and move in an

Children are not motivated by the clock—maintain

unhurried way to communicate that this is an orderly

flexibility and play outside longer when their inter-

process.

est is high. What is important to children is having

a sense of what’s coming next.

G Prepare the children for a transition. Walk quietly

through the room, and speaking softly, help children

G Eliminate waiting. Rotate children through situa-

anticipate a change in activity. "When we finish

tions that typically require waiting (toileting, wash-

playing, we will clean up so we can have snack." "We

ing hands) in easy-to-manage numbers. Begin with a

will look at books, then the bus will come to take us

small group of two or three, and send them to the

home." “We will play outside for a little bit lon-

bathroom while others are still playing.

Other

ger—then it will be time for our story.” Your sooth-

children can then follow as the first group returns

ing comments should let children know what is

to the room and begins to help clean up.

happening now and what will happen next.

G Make transitions meaningful and fun. By singing a

G Whenever possible, give children plenty of advance

song during clean up, or hopping on one foot to come

notice when the schedule is going to change. You can

in from outside, you can make transitions entertain-

also move the “picture schedule” to represent the

ing as well as productive. Many teachers find it

change. "Today, we are doing something different.

list

helpful to be prepared with a

of appropriate

When you finish in the bathroom, come back out on

songs/fingerplays and pictures of animals to imitate

the patio for a special music activity."

(“let’s walk tall like the giraffe”). Even seasoned

teachers/caregivers sometimes find themselves

G Provide extra support for children who need it.

Watch for children who seem uneasy or anxious

unable to spontaneously come up with an idea during

a busy transition!

during transitions. Involve them early in a task; ask

them to be your assistant, giving concrete direc-

G Promote self-direction and self-control throughout

tions. "Noah, it's nearly time for snack. Help me

the day. Create a climate where mutual acceptance

carry these cups to the table." +

CC+

and responsibility for group living is clearly a value.

Child Care plus+, Spring 2007

Child Care Plus Page 3

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