SUPPORTING POSITIVE BEHAVIORS DURING CLASSROOM TRANSITIONS

JANUARY 2012 V. 2

FRAMEWORK FOR EFFECTIVE PRACTICE SUPPORTING SCHOOL READINESS FOR ALL CHILDREN

FOCUS ONFOUNDATION

OBJECTIVES

• To discuss the importance of smooth transitions.

• To outline effective strategies for smooth transitions.

TRANSITIONS BETWEEN ACTIVITIES

Transition refers to a change:• Between activities within a given setting.

• Between multiple settings on the same day.

• Between programs.

WHY IS IT IMPORTANT TO ADDRESS TRANSITIONS BETWEEN ACTIVITIES?

• Transitions take up a lot of time in preschool classrooms.

• Children often spend a lot of time waiting with nothing to do during transitions.

• Transitions can be stressful and frustrating.

• Having children participate in routines such as cleaning up may reduce transition times.

• When children are taught what they "should be doing," we are less likely to see challenging behavior.

• Many preschool teachers consider children's ability to independently transition a critical skill both during preschool and as they transition to kindergarten.

STRATEGIES THAT SUPPORT SMOOTH TRANSITIONS BETWEEN ACTIVITIES

Before the transition:

• Plan your schedule to minimize the number of transitions that occur in a day.– Minimize the number of transitions in which all children have to do the same

thing at the same time.

• Plan for what children and adults will do during these times.

• Provide verbal and nonverbal cues before transitions.– Use a consistent cue that signals a change (e.g., bell, drum, song).

– Show children pictures of where they will go next (e.g., transition cue cards).

• Teach children the expectations for the routine.

STRATEGIES THAT SUPPORT SMOOTH TRANSITIONS BETWEEN ACTIVITIES

During the transition:

• Sing songs, play word or guessing games, recite rhymes or do finger plays with children.

• Plan a good balance of active and quiet play.

• Allow children adequate time to finish activities.

• Plan something for those children who finish an activity quickly so they are not waiting without something to do.

STRATEGIES THAT SUPPORT SMOOTH TRANSITIONS BETWEEN ACTIVITIES

After the transition:

• Provide positive attention or feedback to children following smooth transitions.

• Give specific positive feedback after transitions.

PROMOTE INDEPENDENCE DURING TRANSITIONS

• Allow children to move individually from one area to another area when they complete an activity.

• Teach children to help one another.

• Help children self-monitor during transitions.

SMOOTH TRANSITIONS: ENVIRONMENTAL SUPPORT

SMOOTH TRANSITIONS: MATERIALS ADAPTATIONS

SMOOTH TRANSITIONS: ENVIRONMENTAL SUPPORT

SMOOTH TRANSITIONS: VISUAL SUPPORTS

REVIEW

1. Smooth transitions can reduce stress and frustration for children and teachers.

2. Transitions should be planned including what occurs before, during and after transitions.

3. Teachers should promote independence in transitions between activities.

4. Transition procedures should be individualized as needed.

For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services,

Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.