Conestoga College Early Childhood Education Program

PL.#2 Documentation of Learning and Development: Planned Experience 8%

Planned Transition

Talk to your cooperating educator and agree on the date and time that you will be in charge of a transition.
It could be a transition from indoors to outdoors, from outdoors to indoors, from self-directed play to lunch
time, or from one room to another.

Student Name: ________________Manpreet singh__________________ Age Group:

_________________6 to 12 year___________

Date you plan to facilitate transition: __________4 march 2024__________________________________

What type of transition is it? (e.g. pm indoors to outdoors, mid-day play to lunch, etc.)

_____________________________________play to lunch time____________________________________

Complete the top half of this form BEFORE the experience occurs

Why: Observations
Observe classroom transitions carefully. What do you notice about how transitions are usually facilitated?

Observing transitions from playtime to lunch shows that children often need clear instructions
and directions to move seamlessly from one activity to the next. Instructors usually help to
organize the lunch setting, which includes cleaning tables and setting a welcome mood for
the meal. These transitions are critical for keeping the day on track and making sure the
children have an enjoyable time.

Why: Inferences (interpretations)

Based on your observations above, what connections do you notice between childrens’ well-being and
methods of transition that are used in the classroom? What do you infer are the underlying factors for
whether transitions are positive or negative experiences?

Positive transitions throughout this period seem to be dependent on a well-organized and structured
approach. When children understand what is required of them and feel comfortable in their lunch
environment, they're more likely to move effortlessly and happily into mealtime activities. In
contrast, unplanned transitions or uncertain expectations may cause uncertainty and disconnection
among children.
What: Planning the experience
Note any details to be aware of with the exact transition that you plan to facilitate. What will you need to
prepare? How/when will you begin the transition? How will you communicate with the children, with the
other adults? You will be the leader and ultimately responsible for the transition, so how will you keep
track of the big picture as the situation shifts and changes? Do you plan to facilitate the transition the same
way the educators usually do, or will you alter it or introduce something new?

Who: Consider the children

Collaboration with the cooperating educator will be critical to the planned transition. We
will work together to clear the tables and set up the lunchroom appropriately to provide a
welcoming setting for lunchtime. Effective communication will be essential in assisting the
youngsters through the adjustment, using both verbal and visual signals to help them.
Flexibility will also be maintained to suit any special dietary needs or preferences,
ensuring that all children are included and given encouragement throughout this time.

Think about the individual children in the group and take note of anyone who may need specialized support
or attention during a transition. What kind of support or consideration will the child need? How about the
group overall? What is the group energy like? How will this inform the way you facilitate the transition?

Provided every kid's particular requirement, special attention will be given to those who
require extra assistance during the period of transition. This involves children who need
assistance with meal preparation or have unique dietary requirements. Alert observation of
how groups function is required to ensure an enjoyable and welcoming lunchtime
experience for all. Kids are taught how to communicate respectfully with one another by
developing a feeling of belonging and collaboration, fostering respect as well as
comprehension. This proactive strategy makes sure each child feels loved and supported,
leading to a nurturing environment that promotes their overall health and growth.

Complete the bottom half of this form AFTER the experience occurs

How: Reflect on learning and development

Reflect on the transition through the perspective of the children involved. Consider a variety of aspects of
learning and development. What were you helping children learn or understand through the way you
facilitated the transition? Comment on the development of co-regulation, self-regulation, communication,
executive functioning, etc.
 During the transition from playtime to lunchtime, the goal was to support children's
development by fostering independence and responsibility. By involving them in the
cleanup process and providing clear guidance, children had the opportunity to practice
self-regulation and social skills. Serving a nutritious lunch and accommodating individual
preferences not only promoted healthy eating habits but also encouraged communication
and cooperation among peers. Through this experience, children were able to learn about
responsibility, cooperation, and healthy eating habits in a supportive and inclusive
environment.

How: Reflect on your emerging abilities as an educator

Use this space to reflect on your experience of facilitating the transition. Did anything unexpected happen?
Was there a need to adjust the plan in-the-moment? Is there anything you forgot to do? Is there
something you wish you had done differently? Was anything more, or less difficult than you thought it
would be? What do you need to work on in order to increase your effectiveness at facilitating transitions?

Assisting with the afternoon transition taught me the importance of organization and clear
communication to keep things running smoothly for children. Working with the cooperating
educator was beneficial since it allowed us to ensure that all of the children's demands
were met. Looking back on this period, I observe how crucial it is to enhance my move-
planning abilities and stay adaptable when things change. In the future, I plan to work on
enhancing my ability to deal with any challenges that may arise during transitions,
allowing me to be more successful still in helping children in having pleasant and inclusive
experiences.
Co-operating Educator Observations/Comments

Co-operating Educator’s Signature _______________________________________