Transition Time...The 'Yellow Light' Periods of Children's Play Activities

Transitions between children's daily activities can sometimes get quite testy for children as well as for teachers, and/or child care provider educators.  Whether you are a seasoned teacher or new in your profession, planning and guiding smooth transition affords pre-planning. This means that careful thought must be given to classroom management - consideration for children's ability to initially adjust, engage and re-adjust to a change in activities or space.  The word transition underlying meaning used in early childhood program settings is to 'change' - go from one activity, topic, or concept. Words with the pre-fix trans, such as transport, transmit and translate suggest that...a bridge is likely necessary or should be in place. A mental or physical shifting to facilitate an expected change to occur.  Many readers may remember earlier episodes of the TV series 'Star Trek', when the captain and his crew members onboard the Star Ship used a physical means or tool to transition themselves to a different place and/or time.  Simply by going into a convenient transporter then - beaming up into another zone would bridge the transitional change.  While this example may be one of nostalgia and perhaps a bit of a comparative stretch, a change or readiness activities existed which lead crew members into a new activity venture.

Nevertheless, what happens before, during and after plays a vital role in the overall process of All transitional activities relative to a developmental learning environment for youngsters. Notable, it may be more difficult for some children to read or even accept the necessary special cues, signals, songs, finger-plays and child friendly alerts that prelude anticipated transition.  Have patience - it is the golden key.  As an early learning educator or administrator, your charge is to apply leadership skills in a manner that influences children's success and invites trust in their learning classroom world.  I am relatively confident that some of you have experienced one or two particular friend(s) in your classroom push back on 'order'. Children who feel not as ease or resist transitions may be so engaged in play and require special coaching to follow along with cues.  Their sometimes care-free attitude and concern - having understanding about time schedules is usually opposite of most adults, who may feel pressure to keep upto get in all planned activities.  Children's resistant behavior may include loud screams, whining, cries, a statue-like freeze pose, or darting off just to escape participating in the famous transition activity -  clean-up time; Accompanied with music and songs or not.  Expect it - in most cases it does get better with better planning.  It is essential that teachers and providers plan a gradual increase or decrease level activity when considering transitions.  Example: Soft music alerting children to think 'yellow light' which is a slow down to prepare for clean-up.  Teachers should then casually move around the classroom to encourage small groups and individual children who are engaged to start re-directing their attention, and prepare for a closing to what they are already working on. This helps youngsters to re-focus, allows room for thought and movement, shifting which can culminates into expectation of change.  Another transition activity is story time.  This is a good one after gross motor games.  Moreover, teachers ability to act in leadership and demonstrate emotional intelligence with children - even with team co-workers is an definite asset.

Remember this in the application of strategic transition techniques and usage...not too many, but enough to give children confidence in what to expect, including strengthening social-emotional, and cognitive skills; Encourage their independence.  Think about the different situations, events and activities during the course of children's learning day. What's happening?  Again, what's taking place before, during and after transition?  (Example: Lunch-time transition) As familiarity increases with teachers getting to know the early learners in their group setting or classroom, greater the potential for selecting meaningful transition activities; Opportunities for enrichment of teacher's competency level while guiding young children, as well as 'fill your transition activities bucket'

5 TRANSITIONAL PROPS...to try in the classroom

• Stop/go Traffic Sign
• Timer
• Smart Board - (Images of Waterfalls, Color Changes, Children at Group time, Lunch/Snack, Crafts, Exercise/Movement & Dance, Thematic Images)
• Wind chimes
• Enlist Helper(s)/Transition Leader(s) of the day - Use favorite Emoji symbols: Children quietly walk around classroom holding up Prop Sign.  The Emoji image on (front) of sign will remind them to expect change soon.  The reverse side cues children to begin the active change activity.

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Eartha L. DeYampert