MODULE 4: WEEK 5

TRANSITIONS AND DAILY LIFE ROUTINES

Today’s Class

 Examples of a Visual Schedule (See Instructor’s Slides)

 Assignment Questions?
 Transition to Child Care - Gradual Admission
 Transitions in the Daily Routine
 Daily Life Routines
 Transition To Child Care
Gradual Admission Procedure

Helps children and parents with the separation anxiety that may
occur when a child begins school or child care.
1. Parent Visits The Centre Alone
 The parent(s)
 Observes the program
 Reviews program brochures and other documentation
 May have an interview with the centre supervisor
2. The Parent And Child Visit The Centre
Together
The visit is short
 Approximately one hour during work/free play time
 The parent and child experience the program together
 The parent provides as much or little support as the child
needs
3. Child’s First Day With The Parent
Attending
 The parent and child come together for approximately 2 – 2.5
hours
 The parent may leave the room for 10 – 20 minutes with the
child’s knowledge
 The parent reassures the child that they will return
4. The Child’s Second Day

 The child stays for half the day including the lunch
 The parent stays with the child in the morning until the child has
settled
 The parent returns to have lunch with the child
 Before leaving they observe the washroom and beginning of nap
time
5. The Child’s Third Day

 The child stays for the full day

 The parent calls after lunch to check how the child has adjusted
 The parent may pick the child up early if the child is having
difficulty
REFLECTION:
Let’s discuss the following questions…
Transitions In The Daily Routine:
Effective Transitions To Empower Children’s Independence
Transitions

Transitions are times when children move from one

element of the daily routine to the next element.
Example:

Free Play Outdoor Lunch

How Often Do Children Go Through
Transition Times In A Full Day Program?

“Transitions occupy from 20 to 35 percent of activity time in

nursery school…this surprising statistic certainly emphasizes
that transitions are worth thinking about and managing well so
that children can move as smoothly as possible from one
activity to the next.”

Hendrick, J. (1988).The Whole Child: Developmental Education for the Early Years (4th Ed.). Columbus, OH:
Merrill Publishing Co.
Effective Transitions To Support Children’s
Learning Experiences

Ongoing adult support

The goal of transition
Transitions create an and planning for
is to be less disruptive
atmosphere for the transitions increase
and as interesting as
subsequent experience the quality of children’s
possible for children
learning experience
Factors To Consider When Planning
Effective Transitions….
How to implement change

Number of children moving

Number of staff available

Limitation of the facility

Time required and time available

How to signal a transition and areas that may require advanced warning
Successful Transitions….
 Children are prepared and take initiative to become involved
 Clear expectations and information are given by the educator
 Children move gradually, staggered and avoid lining up and waiting
 Adults are strategically placed to assist children
 The transition is calm and smooth
 Successful Transitions….
 Smooth transitions are important, so children are not stressed and
hurried nor bored with waiting and pointless repetition.
 Respect for each child’s individual pace and work style.
 A consistent and balanced daily routine enables children to
anticipate upcoming events. Post the Daily routine/Visual schedule.
 Decrease waiting time (start one activity as another finishes or overlap
activities).
 Use music and movement to capture children’s attention.
 Offer choice when choices are available.
 Provide warning signals prior to transitions.
Transition Practice….

You need to be able to…

 Develop a transition plan for the following scenario:
 Free play is coming to an end, the children will transition to go
outdoor to play.
 There are 16 children, 2 RECEs and 1 student educator in the
preschool program.
Daily Life Routines

Eating Sleeping

Dressing Toileting
Daily Life Routines as a Way to Cultivate
Authentic Relationships and Connection
“A warm and caring manner is conveyed through body language as well as
words - how we touch, carry and move children though the daily routines
sends a strong message.
Capitalize on opportunities for one-to-one interactions during daily
routines (e.g. for infants and toddlers, diaper changing, dressing to go
outdoors, and feeding/meal times) are ideal opportunities for making
connections and building relationships”
(How Does Learning Happen, p. 26)
Respecting Family Cultures

“Families are composed of individuals who are competent and

capable, curious, and rich in experience. Families love their
children and want the best for them. Families are experts on their
children. They are the first and most powerful influence on
children’s learning, development, health, and well-being. Families
bring diverse social, cultural, and linguistic perspectives. Families
should feel that they belong, are valuable contributors to their
children’s learning, and deserve to be engaged in a meaningful
way”.

(How Does Learning Happen, 2014, p.7)

Daily Life Routines
 Daily life routines are personal in nature.
 These are key opportunities for quality interactions and building
relationships which can go easily missed.
 They can affect self-esteem and sense of security.
 Cultural differences are important to recognize and respect.
Daily Life Routines are Experienced at
Home Too…
 Children and their families have built particular habits, customs
and preferences around these “at home” activities.
Daily Life Routines and Cultures
 Children’s choices about using materials reflect their home
experiences. How does home culture influence the child’s choice
in daily life routines?

Examples:
 Food choices at snack time
 Sleeping habits
 Utensils and dishes
 Others?
Age Considerations

 Daily life routines and schedules are different for infants, toddlers and
preschoolers, especially with respect to mealtimes (eating), nap and rest times
(sleeping) and personal hygiene (toileting).
Self-Study: Daily Life Routines

 Read the Daily Life Routines Posted on SLATE.

 Reflect on the following questions:

 Strategies that educators can use to support children (opportunities
for quality interactions).
 Learning and skill development opportunities that exist for
children within this routine (Cognitive, Physical, Social/Emotional and
Language).
 Parent/Educator attitudes or belief system that may affect the
child.
 Fears, concerns, or adjustment issues children may have related to
this routine.
Next Week
 Temporal Assignment is due at the beginning of class!
 Wrap-up Temporal Environment Discussions
 Mid-term Review
References
 Google Images

 Hendrick, J. (1988). The Whole Child: Developmental Education for the Early
Years (4th Ed.). Columbus, OH: Merrill Publishing Co.
 Ministry of Education (2014). How does learning happen? Ontario’s Pedagogy for the
Early Years. Toronto, ON: Ontario Ministry of Education.
 The Kindergarten Program (2016). Toronto, ON: Queen's Printer for Ontario.
 Zimmerman, Ledford & Barton (2017) Using Visual Activity Schedules for Young
Children With Challenging Behavior. Journal of Early Intervention:Vol 39, Issue 4, pp.
339 – 358.