TIPS - Table of Contents

Transitional activities can be positive and exciting ways of moving children from one activity to another. They can make finishing one activity and moving on to another activity a learning experience and an adventure. Transitional songs, games, finger-plays and conversations can make the day flow more smoothly, occupying hands and minds while children wait to finish clean-up, or gather for a group activity or wait for lunch to be served. Transitioning from one activity to another is often a difficult time in child care settings. This may be particularly true for children with disabilities. It may take them longer to physically move themselves from one activity to another. It may be difficult for them to understand the need to change activities. It may be difficult for them to manage their own behaviors for an appropriate transition from one activity to another. It is the purpose of this tip sheet to help child care providers look at their daily programs and analyze which transitions are particularly difficult, and then offer solutions. 

EXAMINE YOUR DAILY SCHEDULE

• Determine the number of transitions in your schedule each day
• Determine how many minutes are spent in each transition (Begin timing at the end of one activity, and continue until a new activity begins.)
• By simple observation, determine which transition times are the most difficult for individual children; for the group; for child care staff
• Talk about why these transitions are more challenging than other transitions

 BEGIN TO MAKE CHANGES

• Consolidate activities so there are fewer transitions
• Try to reduce the amount of time children have to wait - plan activities to do while waiting
• Write out lesson plans for difficult transition activities - Plan ahead - Anticipate
• When children become bored with one transition activity, switch to another

GUIDELINES FOR TRANSITIONS THAT WORK WITH DIVERSE POPULATIONS (1)

• Establish a daily routine
• Plan a consistent schedule for transitions (A pictorial schedule, hung from a ribbon around a child's neck, may help to remind the child of when to transition to each activity)
• Alert child, in advance, of any transitions
• Set limits and enforce them consistently
• Give clear, concise, simple directions; state them slowly and clearly
• Give auditory and visual reminders
• Use props and cues to assist children with special needs
• Team children of varying abilities up in a buddy system
• Move along with the children to model appropriate actions
• Develop a "bag of tricks" to be used specifically during wait times
• Provide "fidget toys" to children, as needed, during wait times

 TODDLER TRANSITIONS (2)

• Move with the toddlers to model appropriate actions
• Give only one direction at a time
• Give only one direction at a time
• Use simple, clear directions for change
• Provide developmentally appropriate props for toddlers to manipulate during wait times
• Develop a "bag of tricks" to be used specifically during wait times
• Use a flashlight for children to follow the path of light from one activity to another
• Give the children colored page protectors to look through as they walk from activity to activity
• Use fidget toys during waiting and transition periods

FIDGET TOYS (3)

It has been found that by providing children with fidget items, and other materials that stimulate the senses (smell, vision, hearing, touch,) children may demonstrate better attention. You may want to keep a bag of fidget toys with you for children to use during transition and waiting times. Possible fidget toys could include:

• Play Dough/Silly Putty
• Hologram Stickers/Rulers
• Koosh Critters/Koosh Balls
• Bendable Figures
• Balloon Balls (Fill with one part flour to one part sugar)
• Rubber Cars
• Wikki Stix
• Clay
• Large Elastic Bands

 EMERGENT CURRICULUMS

Plan transition themes which meet the needs and interests of all children in care. Continue to use the transition theme until the children tire of it. Then think up a way to emerge and carry out transitions in a new manner when the old one grows dull and uninteresting. You might like to use themes in a box or basket. (4) For example, have children each draw an object out of the box, and then line up by type of object. Examples could be:

• Shapes
  • Circles
  • Triangles
  • Squares
  • Rectangles
• Colors
  • Blue
  • Green
  • Red
  • Yellow
• Textures
  • Rough - sandpaper block
  • Smooth - mirror
  • Furry - fake fur ball

1. Transition Magician: Redleaf Press, 1994

2. Ibid

3. Adapted from an Article by Kay Summerfield

4.Transition Magician: Redleaf Press, 1994