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Supporting Classroom Transitions Between Daily Routines: Strategies and Tips

Rashida Banerjee and Eva Horn
Young Exceptional Children published online 23 July 2012
DOI: 10.1177/1096250612446853

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Supporting Classroom Transitions
Between Daily Routines: Strategies
and Tips

M
YEC
s. Sandler surveyed her
class of 14 energetic
preschoolers working at
the small centers and then looked up
to move and not wait for one’s turn,
and (f) problems entering and
engaging in a new activity. Thus,
children who struggle with
at the clock. She shivered with transitions may exhibit challenging
anxiety as she thought of the behaviors that may isolate them
upcoming transition from small from their physical and social
group centers to large group. She environment and interfere with
did not look forward to the chaos learning of new skills.
and unruliness that she anticipated The purpose of this article is to
after she rang the bell to signal the provide tools for preschool
end of center time. This was professionals to plan for transitions
typically the most difficult time of between daily routines, identify
the day for her. challenging transitions during the
Preschool children encounter day, and offer strategies to support
numerous transitions moving from transitions in classrooms to prevent
one activity or context to another as challenging behaviors from
they participate in the daily routines occurring due to frequent changes.
of their preschool classrooms. Specifically, we answer three
Although many children easily adapt questions early childhood educators
to frequent changes, for some it may frequently ask: (a) Why should I
elicit the display of behavioral worry about transitions? (b) What
challenges, particularly if transitions tools can I use to plan effective
are not planned carefully (Algers, transitions? and (c) What specific
1984; Olive, 2004). Classroom support and strategies can I use to
transition times are challenging for facilitate transitions between daily
most teachers and may be routines? We define classroom
particularly difficult for new or transition as a teacher initiated
beginning teachers. Challenging movement from one ongoing
behaviors that may occur during classroom activity to another
transitions, and that may be avoided resulting in a change in the activity
through careful transition planning, during a daily routine. Classroom
include (a) refusal to stop the transitions may occur individually
Rashida Banerjee, PhD
current activity, (b) refusal to move or in groups.
University of Northern Colorado, Greeley,
to the next activity, (c) disturbing or
USA
distracting peers, (d) disruptive DOI: 10.1177/1096250612446853
Eva Horn, PhD behavior to escape a difficult or http://yec.sagepub.com
University of Kansas, Lawrence, USA nonpreferred activity, (e) impatience © 2012 Division for Early Childhood

Vol. XX, No. X, Month XXXX YOUNG EXCEPTIONAL CHILDREN 1

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 Classroom Transition Support / Banerjee, Horn
“
Oftentimes, transitions are
considered downtimes
when children “just” move
between activities without
any additional educational
purpose, but it need not
be so.
”
2 YOUNG EXCEPTIONAL CHILDREN
Why Should I Worry throughout the day. However, when
planning the daily routine, teachers
About Classroom often do not plan for transition times.
Research has suggested that transition
Transitions? times should be carefully planned and
Common transitions that have roles and responsibilities should be
been observed within the daily assigned not only for children but also
routine of preschool classrooms for all adults in the classroom (Olive,
include (a) arrival from home to 2004). Planning and clarifying roles
school, (b) small group to large and responsibilities of teachers,
group activity, (c) large group to paraprofessionals, and volunteers
small group activity, (d) indoor to during transition facilitates optimum
outdoor and vice versa, (e) class learning and interaction and reduces
activity to snack time/mealtime and the waiting time for preschool
children, thus, reducing challenging
vice versa, and (f) departure from
school to home. Research indicates behaviors (Olive, 2004; Ostrosky
et al., 2003; Rosenkoetter & Fowler,
that children in preschool
classrooms may experience as many 1986).
as 15 to 20 transitions between The following sections describe
activities each day and spend 20% two tools that preschool professionals
to 35% of their time in transitioning can use to plan for transitions
from one activity to another (Olive, between daily routines and identify
2004; Sainato, 1990). Thus, in a and address potentially challenging
typical 5 hour preschool classroom, transitions. Use of the tools involves a
nine-step planning process that
children may spend an hour or more
transitioning between activities. requires all adults in the classroom to
work together as a team. Initially,
Oftentimes, transitions are
more frequent planning meetings are
considered downtimes when
suggested. Once all adults and
children “just” move between
activities without any additional children in the classroom are familiar
educational purpose, but it need not with the routine and do not encounter
be so. Organizing classroom frequent challenges during the
environments to facilitate transition transition times, fewer planning
can lead to (a) minimizing meetings specifically to plan for
nonproductive time for children, classroom transitions may be
(b) providing more instructional necessary. If possible, and found
time, (c) reducing challenging necessary, parents may be included in
behaviors, and (d) promoting the planning for specific children who
children’s independence (Ostrosky, may display challenging behaviors
Jung, & Hemmeter, 2003). during transitions. Parents may help
identify the function of the child’s
challenging behavior or “triggers”
What Tools Can I Use to that alter their child’s behaviors
during transitions. A function-based
Plan Effective approach, such as the use of a
Transitions? functional behavior assessment, may
become necessary to understand the
Transitions between daily function of the challenging behavior
classroom activities are a necessary for some children and to therefore,
part of preschool routines and occur provide appropriate intervention. For
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“
When the session leader
at the training spoke about
planning for transition, a
spark of understanding
seemed to go off in
Ms. Sandler’s head—she
had never really “planned”
for transition times. She
asked herself, “Could this
be why it was so
challenging to move from
one activity to another?
”
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Classroom Transition Support / Banerjee, Horn
additional information and resources administrator, Ms. Barnes, to join in
on functional behavioral assessment the planning meeting to provide
procedures for young children, see objective feedback and suggestions.
Fox and Duda (2004).
Step 2: Examine your schedule. At
the planning meeting, Ms. Sandler
Transition Review Worksheet
brought her daily schedule with her
(TRW): Planning for Transitions for the team to review. The team
The TRW will help (a) teachers was mostly happy with the way the
appraise their daily schedules and day was planned currently.
plan for transition times keeping in However, they proposed some
mind the time needed for each changes in the schedule with the
transition and the specific child intent to (a) maximize learning times
expectations, (b) clearly delineate the and minimize waiting times during
roles and responsibilities of the
teachers and other adults during
transitions and (b) offer a balance of
quiet times and active times to ease
classroom transitions, and (c) identify transitions (Sandall et al., 2008).
the areas of concern during transition Specifically, the team reorganized
between activities. Figure 1 provides the schedule to plan for fewer
an example of the TRW as it might transitions. For example, they
be completed by Ms. Sandler and her moved the outdoor time to the end
team, from the opening vignette, for of the day before departure. Parents
their morning preschool class. The could now pick up their children
steps used by Ms. Sandler and her from the playground, thus,
colleagues for completing the TRW eliminating one transition back to
are illustrated below. the class from outdoors.
Ms. Sandler then shared the
Step 1: Establish your team.
Ms. Sandler recently attended
TRW she had received at the training
and explained its purpose to the team.
training on classroom management
and was eager to implement some of
Based on the daily schedule, the team
completed the items “Current
the strategies in her own classroom. activity” and the “Transition to”
When the session leader at the sections in the worksheet (see Figure
training spoke about planning for 1). In addition, they completed “Time
transition, a spark of understanding frame of the activity” and “Time
seemed to go off in Ms. Sandler’s allotted” section based on their
head—she had never really experience of the typical time that
“planned” for transition times. She children took to move between
asked herself, “Could this be why it activities. Finally, they completed the
was so challenging to move from item “Purpose of the transition” to
one activity to another?” She clarify what actually needed to occur
decided to discuss this further for the transition to be considered
during the next planning meeting on completed.
Friday with the other adults in the At this time, the team also
classroom. Her team included the assessed the classroom environment
paraprofessional Ms. Silvia, who and materials to ensure that it
worked with her all day, and the provided for optimum movement
paraprofessional Ms. Lori, who between activities and encouraged
worked with Jose in the morning independence among children to
session. She also requested her best prepare them for kindergarten.
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 Classroom Transition Support / Banerjee, Horn

Figure 1
An example of transition planning guide: Transition review worksheet
Class: ABC preschool: Ms. Sandler’s classroom Week: 20 March 2010 to 26 March 2011
This Transition Planning guide will help you review your daily schedule to identify areas of concerns during transition between activities.
Current activity: Arrival Time frame of activity: 8: 00 - 8: 10

Transition to: Small group Purpose of Transition: enter class, good bye to the parents and hang
up coats

Adult Roles: Ms. Sandler stands at the door to greet children coming in; Ms. Silvia helps children remove coats [in winter] and settle into an
activity. Ms. Lori welcomes Jose and helps him select an activity.

Time allotted for transition: 10 minutes Area (s) of concern? Y / N

Current activity: Small groups- 8 open centers Time frame of activity: 8:10 - 9: 20

Transition to: large group on the rug- reading story books Purpose of Transition: Clean up their centers

Adult Roles: Ms. Silvia & Lori help children with cleaning centers. Ms. Lori pays particular attention to Jose. Ms. Sandler starts them off and
moves to the large group area, beginning with familiar rhymes as children come in one by one as they finish cleaning up.

Time allotted for transition: 10 minutes Area (s) of concern? Y / N

Current activity: Large group on the rug- reading story books Time frame of activity: 9:30 - 9:45

Transition to: Snack Purpose of Transition: keep books away, wash hands, prepare snack
table, coming to snack table

Adult Roles: Ms. Sandler chooses a simple, familiar transition game or reads a familiar book at the large group area while sending children two
at a time to the wash hands and get ready for snack. Ms. Silvia and Ms. Lori are at each snack table awaiting children and participating in a
friendly interaction with them while they wait for all children to find their place at the table and join in.

Time allotted for transition: 10 minutes Area (s) of concern? Y/ N

Current activity: Snack Time frame of activity: 9:55 - 10:15

Transition to: Outdoor Purpose of Transition: clear table, put plates & glasses back, wash
hands, getting in line for outdoors

Adult Roles: Ms. Silvia & Lori help with cleaning up after snack. Ms. Lori pays particular attention to Jose. Ms. Sandler waits at the door with a
transition activity as children line up until Ms. Lori or Ms. Silvia can join her. When a second adult arrives, Ms. Sandler takes the children in the
line, to the playground while the second adult waits for the remaining children to finish up.

Time allotted for transition: 5 minutes Area (s) of concern? Y/ N

Current activity: Outdoors Time frame of activity: 10:20 – 10:30

Transition to: Departure Purpose of Transition: greet parents, say bye to the teacher, get their
coats and return

Adult Roles: At the time of the departure, Ms. Sandler waits at the fence of outdoor playground. As parents come in, she calls out the students
name to leave with their parents. Ms. Silvia and Ms. Lori supervise the other children in the play ground.

Time allotted for transition NA minutes (when their parents come to Area (s) of concern? Y / N
pick up)

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 Classroom Transition Support / Banerjee, Horn

They identified materials in the regular basis are there children who
classroom that needed to be delay, wander, or engage in other
rearranged to allow for easy behaviors that disrupt the
movement between activities and transition? (c) Are there individual
allow children to make independent children who routinely have
transitions within the classroom. significant challenges with
completing the transition? and
Step 3: Establish adult roles. Next, (d) Do the adults find themselves
the team moved to a discussion of frequently providing children
how each adult could best facilitate directives and correcting behaviors?
the transition while ensuring efficient
use of personnel. Some considerations Transition Implementation
they addressed when deciding “who Worksheet: Planning for
will do what” during transitions
Challenging Transitions
included (a) specific professional roles
of the adults as assigned by the Figure 2 provides an example of
administrator, (b) strengths of the a Transition Implementation
adults, (c) needs of the children, and Worksheet (TIW) that Ms. Sandler
(d) the purpose and requirements of and team completed to plan for
the transition. Figure 1 illustrates how transitions that they considered
in some instances adults in this team challenging. Completion of this
transition while at other times roles worksheet by the team is the next
are shifted depending on the context. step and based on the responses on
the TRW. That is, once the areas of
Step 4: Identify if there are any concerns have been noted on the
challenges to the particular TRW, teachers can identify and
transition. Based on their evaluate strategies to address these
experiences, the team then identified areas of concerns and provide
if the particular transitions posed supports as necessary. Below we
concerns and circled “Y” on the illustrate the further steps Ms.
worksheet if it did. To record a Y or Sandler and her colleagues followed
N, the team considers a number of to complete the TIW (Figure 2) based
factors including the following: on the transition concerns identified
(a) Does the transition require more on their completed TRW (Figure 1).
time than it should? (b) On a
Step 5: Identify the particular
children who have difficulty with
the transition. Ms. Sandler and her
team revisited the transitions that
were circled as areas of concern
with a “Y” on their TRW to
identify the specific concern(s) they
had during that transition. For
example, Ms. Lori mentioned that
Jose, the young boy who had
recently been diagnosed with
autism, entered the room crying and
continued to cry most of the
morning causing distraction to
others. This resulted in his inability

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 Classroom Transition Support / Banerjee, Horn

Figure 2
An example of transition planning guide: Transition implementation worksheet
Class: ABC preschool, Ms. Sandler’s classroom Week: 20 March 2011 to 26 March 2011
This Transition Planning guide will help you identify and evaluate strategies to address areas of concerns during transition between activities.
What are the Strategies to
Area(s) of behaviors that you What are you try for addressing Review/ Next Step/ What Review Date/
concern currently see? doing now? concern Evaluation will you do next? signature

Arrival Jose cries as he Direct his Ms. Sandler waits Jose cries for a lot Continue AS
arrives attention to at the door less time and 3/26/11
another activity when he enters sometimes
with his mother doesn’t even cry
and take charge
and brings him
into the class

Open centers to *Sally does not *Remind her that *Give her a choice of *Strategy worked 2 *Continue for AS
big group help with the she needs to what she would like times during the another week 3/26/2011
clearing up clean her area to help in cleaning week and review
up

*Penny is usually *Redirect her to *Give her a 5 *She was prepared *Use a timer for AS
not ready for the next activity minute warning a little more, the 5 min- 3/26/2011
the transition before the but had no which will go off
transition sense when 5 after 2-2-1
minutes would minute
end

to participate actively in and learn Foundations for Early Learning

to his full potential from the [CSEFEL], n.d.) with the team (this
classroom activities. Her careful handout is available for free at
observations and discussion with http://csefel.vanderbilt.edu/resources/
family members suggested that being pdf/practical_strategies.pdf). As
“thrown” into the classroom full of noted in the example in Figure 2,
children bothered him. The team they identified the specific
also identified Penny and Sally as accommodations that would be
needing specific supports during made for Jose, Sally, and Penny.
classroom transitions (see Figure 2).
Step 7: Establish the adult roles for
Step 6: Identify the supports and implementation. The team then
strategies. Once the specific identified the specific roles each
concerns and children who exhibited adult in the classroom would play
specific challenges during transitions during interventions and how they
were identified, Ms. Sandler would distribute responsibilities for
reviewed with her team some implementation of supports and
supports and strategies which she strategies and monitoring progress
had learned about during her recent during the daily routine.
training. Ms. Barnes, the
administrator, shared the handout Step 8: Implement identified
Practical Strategies for Teachers intervention. The team decided to
(Center on Social and Emotional implement the agreed-on supports

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 Classroom Transition Support / Banerjee, Horn

and strategies for one week and then discussing these supports and
revisit and revise or modify the plan strategies has been adapted from
as needed. Building Blocks for Teaching
Preschoolers With Special Needs
Step 9: Monitor progress. The team (Sandall et al., 2008). When planning
acknowledged the importance of for inclusion and active participation
monitoring outcomes. Each adult of children with disabilities in
took upon the role of collecting data preschool classrooms, Sandall and
using four tally sheets clipped to the colleagues (2008) suggest eight
wall near the teacher’s desk. The categories of support (i.e.,
adults decided to put a hash mark environmental support, material
for each time a challenging behavior adaptations, special equipment, use of
occurred during a transition for one children’s preferences, simplification
of the three specific children (i.e., of the activity, adult support, peer
Jose, Penny, and Sally). In addition, support, and invisible support). Six of
they used another clipboard with these categories (i.e., environment
blank paper for any additional supports, material adaptations, using
ideas, thoughts, or any new child preferences, adult support, peer
challenging behavior they observed support, invisible support) most
during transitions. The team decided relevant to classroom transitions are
to also revisit the progress delineated below and forms the
monitoring process in a week to framework for organizing the
review the children’s progress, and suggested strategies. Many of the
to assess the feasibility and suggested strategies come from the
usefulness of the process. literature addressing social-emotional
development and citations are
provided as the strategy is described.
What Specific Supports In addition, some of the strategies
and Strategies Can I Use come from direct interviews and
observations of nine preschool
to Facilitate Classroom teachers by the first author (Banerjee,
Transitions? 2004)

In this section, suggestions for

Environmental Supports
supports and strategies that may be
used to address challenging transitions Accommodations and
are provided. The framework for modifications under environmental
support include “altering physical,
social, or temporal environment to
promote participation, engagement,
and learning” among children
(Sandall et al., 2008, p. 54). These
supports may include (a) reducing
waiting times between activities that
children may encounter, (b) having
quiet activities before the boisterous
activities and considering the impact
these will have on the transition,
(c) allowing children to move freely

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 Classroom Transition Support / Banerjee, Horn

between activities but providing a areas and functions of areas and to

structure for closure, (d) keeping designate where things belong (both
task expectations small, and (e) classroom materials and/or
reducing transition where all children’s belongings). All these
children have to do things together. strategies help students in gaining
For example, to transition from independence (Schmit, Alper,
classroom activities to mealtime, Raschke, & Ryndak, 2000).
Ms. Sandler provides staggered Furthermore, Ms. Sandler developed
transitions for children in her an individual laminated schedule for
classroom. While Ms. Sandler reads Jose to provide him with concrete,
a familiar, previously read, book visual cues of the schedule and
with the group, Ms. Silvia sets the activities and upcoming transitions
table. With a close eye on the line at (Ostrosky, Jung, Hemmeter, &
the serving table, Ms. Sandler allows Thomas, 2003). She spends the first
children, two at a time, to get up couple of weeks of a new academic
from the reading group, walk to the year teaching the routines, gradually
serving table, serve their meals sharing information about the
under supervision from Ms. Silvia, materials and classroom layout with
and walk to the meal table. After all the children, and reminding them
children have been served, when necessary. As far as possible,
Ms. Sandler opens up the quiet the schedules and routines are
reading area for children as they predictable and consistent to help
finish their meals. Children are children feel secure and comfortable
familiar with this recurring routine (Alter & Conroy, 2006).
and understand the behavioral
expectation.
Using Child Preferences
If a child is unable to take
Material Adaptation advantage of the opportunities, the
Recommendations to support teacher may identify and integrate
successful transitions include the child’s preferences during
“modifying materials so that transition (Dunlap & Liso, 2004;
children can participate as Sandall et al., 2008). For example,
independently as possible” (Sandall Jose has trouble at arrival, typically
et al., 2008, p. 54). For example, one of the more difficult transitions
Ms. Sandler (a) has all materials or for the younger children.
equipment in the optimal position Ms. Sandler allows Jose to hold his
where children can reach them favorite toy, or choose a favorite
easily without adult help; activity on arrival, or walk in with
(b) prepares color-coded individual Ms. Silvia, his favorite adult in the
markers (e.g., with clothes pins, classroom. For a child experiencing
bracelets) to designate group or trouble cleaning up, Ms. Sandler
location of toys and other learning gives a choice between two objects or
materials such as pens, markers, and areas to be cleaned. When teachers
so on; (c) uses visual schedules to provide choices to a child, the child
highlight and prepare for transitions can feel in control and is less likely to
and visits the schedule everyday ignore or give “no” for an answer.
with the children; and (d) labels The situation sets the child up for
with words and pictures to identify success (Dunlap & Liso, 2004).

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 Classroom Transition Support / Banerjee, Horn

Adult Support activity. Specific praise statements

are likely to increase children’s
A very common support
on-task behaviors and decrease
observed in classrooms includes
problem behaviors (Fullerton,
adult support, whereby an adult
Conroy, & Correa, 2009). For
intervenes to support children’s
example, Ms. Sandler gives a verbal
learning and participation (Sandall
cue to her class to prepare them for
et al., 2008). As previously noted,
transition at least 5 min in advance.
during classroom transitions, it is
She also assigns a specific adult in
important to plan for roles and
her classroom to support
responsibilities assigned to each
communication for Amanda who
adult in the classroom to facilitate
uses a voice-output device to
optimum levels of children’s
communicate with adults and peers.
interactions with activities. Teachers
Furthermore, when children
may assign adults who will assist
demonstrate positive behaviors
children with less mobility to
during transitions, she and her team
accomplish the transitions around
are practicing providing specific
classrooms. It may be necessary to
praise statements to children, such
use verbal and nonverbal cues to
as “Danny, you did an awesome job
initiate transitions and prepare
putting away the green blocks!”
children for the next activity.
Teachers must use specific praise
statements for appropriate behavior
Peer Support
by children during transition
Teachers may employ peers to
help children learn important
objectives during transitions (Brown,
Odom, & Conroy, 2001; Sandall
et al., 2008). One such example is
the use of transition “buddies.” This
involves pairing a child with a
disability or delay with a child
(children) without disabilities during
classroom transitions to model
appropriate social and adaptive
responses. This encourages more
social exchanges and is useful in
promoting independence during
classroom transition. For example,
Ms. Sandler uses a wagon to
transfer younger children or children
who are slow walkers, from indoor
to outdoor activities and vice versa.
Sometimes she allows other children
to take turn pushing the wagon with
the adult. Furthermore, Ms. Sandler
chooses “peer buddies” to help
adults get ready for the snack, thus
giving opportunities for peers to
learn important social

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 Classroom Transition Support / Banerjee, Horn

Table 1
Additional Resources
Araujo, N., & Aghayan, C. (2006). Easy songs for smooth transitions in the classroom. St. Paul,
MN: Red Leaf Press.
Casey, A., & McWilliams, P. J. (2005). Where is everybody? Organizing adults to promote child
engagement. Young Exceptional Children, 8, 2-10.
Center for Evidence-Based Practice website at http://www.challengingbehavior.org.
Center on the Social and Emotional Foundations for Early Learning website at http://www
.csefel.vanderbilt.edu.
Connell, M. C., Carta, J. J., Lutz, S., Randall, C., Wilson, J., & Lamb, D. (1993). Building
independence during in-class transitions: Teaching in-class transition skills to preschoolers
with developmental delays through choral-response based self-assessment and contingent
praise. Education & Treatment of Children, 16, 160-174.
Doke, L. & Risley, T. (1972). The organization of day-care environments: Required vs. optional
activities. Journal of Applied Behavior Analysis, 5, 405-420.
Jongsma, K. S. (2002). Bell to bell teaching. Maximize learning from 9:00 to 3:00 with quick
transition activities. Scholastic Instructor, 40-41.
Melenfent, N. (2006). Routines and transitions: A guide for early childhood professionals. St. Paul,
MN: Red Leaf Press.
Peterson, D. (2000). Using transitions to promote literacy in preschool and primary classroom.
Young Children, 55, 24-26.
Pica, R. (2003). Teachable transitions: 190 activities to move from morning circle to the end of the
day. Lewisville, NC: Gryphon House.
Note: Additional resources are available in references.

communication skills from each two children who may not get along
other. Similarly, she also maintains well or may have similar behavioral
a class rule for two peer buddies to challenges. Other strategies
walk outdoors holding hands. She is Ms. Sandler includes in her daily
careful in how she pairs the peer classroom management repertoire is
buddies by taking into consideration strategically placing Danny, who
their social-emotional and cognitive gets easily distracted, near her or
developmental levels. She tries not another adult during outdoor
to make this a chore but rather a transitions so that she can physically
fun activity that children will want prompt him to participate when
to participate in. She also strives to necessary. Similarly, she places two
ensure that there is, as close as children, who tend to be boisterous
possible, an equitable “give and and distractible when they are
take” between the children. together, as far away from each
other as possible during the cleanup
time. All three strategies mentioned
Invisible Support above are so subtle that they cannot
As the name suggests, invisible be discerned by a lay observer.
support is a strategic support Ms. Sandler and her team know the
provided to children that is less children and their environment
obvious to an observer (Sandall extremely well and thus are able to
et al., 2008). In the above example, purposefully arrange the
when selecting peer buddies, environment and provide these
Ms. Sandler is careful not to pair “invisible” supports.

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“
Therefore, when planning
for transition activities, it is
also important to ensure
that these strategies are
appropriate for children
from linguistically, socially,
economically, and
culturally diverse
backgrounds.
Individualization and
flexibility is the key.
”
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Classroom Transition Support / Banerjee, Horn
Summary their learning centers scattered
through the classroom. Some are
making magical bubbles at the
Thus, a number of carefully water table, some are preparing to
planned strategies may help children’s fill their carts at the grocery store,
effective transitions between some are struggling to complete
classroom activities and consequently their wobbling block castle, and
some children are at the writing
reduce or prevent challenging
center busily writing an invitation
behaviors. Children come with varied
levels of exposure to materials and
to their parents for open house.
Ms. Sandler looks at the time and
environment. Therefore, when calls out, “Five more minutes to
planning for transition activities, it is finish what you are working on.”
She then quietly walks to Tyler,
also important to ensure that these
strategies are appropriate for children
who is busy painting at the easel,
and says close to his ears, “Tyler,
from linguistically, socially, five more minutes to finish your
economically, and culturally diverse painting.” Just as Ms. Sandler is
backgrounds. Individualization and about to get back to her activity,
flexibility is the key. Furthermore, she realizes that the children at the
dramatics center are too busy with
direct and targeted observation during
their pretend grocery store and
classroom routine to collect data and may not have heard her warning,
monitor progress is critical to so she turns around and walks to
determine if specific interventions,
supports, and strategies are successful
the children at the dramatics play
center and repeats the message
softly, but close so that they will
and to identify when additional or
more intensive interventions may
hear—“You have five minutes to
finish shopping before the next
become necessary or when supports
and strategies can be gradually faded
activity.” Three minutes pass by
and Ms. Sandler announces, “Two
out. In Table 1, we provide additional more minutes for cleanup.” She
resources and readings to support makes sure that everyone in the
room has heard the warning. After
early educators’ efforts to promote
2 min, she begins the song to the
smooth and effective classroom tune of “Jingle Bells,” “Tidy up,
transitions. Now let us return one Tidy up, put your things away.”
final time to our opening vignette. The children are familiar with this
routine and join her in chorus,
By the end of the school year, 14 while beginning to clean up their
preschoolers are busy working at centers.
Note
You may reach Rashida Banerjee by email at Rashida.banerjee@unco.edu.
References
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