Transitions in early childhood classrooms are a significant part of the daily routine. On average, children are expected to switch activities every 20 to 25 minutes. Preschool schedules are packed with transitions: going to the bathroom, heading outside, moving to specials, and cleaning up to come to the carpet. This means that every time a child is engaged in an activity, they are soon interrupted to move on to the next thing.
The Challenge of Transitions
Transitions are stressful for a number of reasons. First, they interrupt a child’s work or play, which can be frustrating, especially if the child is deeply engrossed in what they are doing. Moreover, transitions often come with additional conditions: children are expected to clean up, get quiet, or stand in line. These expectations, piled on top of the sudden shift from one activity to another, can lead to reluctance and resistance, even if the child is eager to move on to something fun, like going outside.
Three Keys to Better Transitions
Managing transitions effectively can significantly improve the flow of the day and reduce stress for both children and teachers. Here are three key strategies to make transitions smoother:
1. Fewer Transitions
The first step to improving transitions is to reduce their frequency. Only transition when absolutely necessary, and aim to limit transitions to one per every hour and a half. This allows children to stay engaged in their activities for longer periods, reducing the number of interruptions they experience throughout the day.
2. Transition Quickly
Once a transition is necessary, make it as quick as possible. Instead of spending time on cleanup, getting quiet, or lining up in an orderly fashion, focus on getting to the next activity efficiently. The goal is to minimize the time spent transitioning, so children can quickly return to being engaged in their play.
3. Transition in Smaller Groups
Children tend to transition more smoothly when in smaller groups. If you have co-teachers or aides, consider dividing the class into smaller groups and transitioning them separately. This approach can make the process less overwhelming for the children and more manageable for the teachers.
By recognizing the challenges transitions pose and implementing strategies to reduce their frequency, speed them up, and manage them in smaller groups, teachers can create a more seamless and less stressful environment for everyone involved. Remember, the goal is to support the children’s natural flow of work and play, rather than disrupting it with constant transitions. Fewer, faster, and smaller transitions can make a big difference in maintaining a calm and productive classroom.