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Transitions and Other Troublesome Times


Transitions and Other Troublesome Times How to Turn Tough Times into Fun Times Speaker Notes: There are numerous strategies that support smooth transitions between ... – PowerPoint PPT presentation

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Title: Transitions and Other Troublesome Times

Transitions and Other Troublesome Times
  • How to Turn Tough Times into Fun Times

Transition Between Activities
  • Why Are Transition Times so Hard for Children?
  • Children resist change due to a need to assert
    themselves and be in charge
  • They can threaten their sense of security
  • Children live in the present
  • Some childrenespecially toddlers--resist change
    simply because its change

  • Children must develop the ability to act
    independently in order to be successful in all
    areas of life. Their struggle to become
    self-directed often takes the form of resisting
    adult directions by silently ignoring a question
    or by assertively saying No!.

  • Adults in the room can also play a role in
    transition time trouble
  • Not being organized due to inadequate planning
    and preparation
  • Having unrealistic expectations of childrens
  • Expecting a high degree of
    group conformity
    (expect the
    children to all
    stand in the line quietly?)

Children dont wait well!
  • Preparing Children to Stop Activity
  • Prepare them physically and mentally
  • Children cooperate better if they
  • Know what to expect in advance
  • Always give a warning dont stop an
    activity abruptly
  • Feel they are part of the change process
  • Talk to them about what is going to happen
  • (Today we will be going to the Computer Lab.)
  • Give them warning before the change will happen
  • (You have five minutes
    to finish up so we can get ready to go outside.
  • If you have a child sensitive to change, give
    them more attention and warning before a change

Techniques for a Smooth Transition
  • Plan Ahead
  • Have materials ready to go
  • Get the childrens attention before you announce
    a transition
  • Shake a rain stick, ring a bell or clap softly
  • Focus your attention on the children during the
    transition itself
  • Youre really working hard to put all
    those blocks away!
  • I bet youre proud of how tidy the Book Area

  • Adjust your expectations to what is reasonable
    and realistic for the children in your particular
    age group
  • Be aware of each childs individual temperament
  • Give children many opportunities for
    self-direction during the day
  • Allow enough time for the transition to allow
    children to complete the process without being
  • Process over Product! Make the transition itself
  • Give a direction once and allow children time to
    comply. Avoid rapid repetition of direction.

Teachers role
  • You must be a facilitator, not dictator.
    Children need the assistance of a
    friendly guide and not orders
    from a drill sergeant!
  • Teach them by showing them
    what you expect and

  • Plan your schedule with a LIMITED number of
    transition times the fewer the better
  • Consider what the children and adults will do
    during these times
  • Provide verbal and nonverbal cues before
  • Teach children the expectations for the routine
  • Minimize the number of transitions in
    which all children have to do the same thing
    at the same time

Help Children Learn to Listen
  • Get down on childrens eye level when you speak
    to them
  • Speak in a kind, calm vice that shows respect for
    the children
  • Speak to children,
    not at them
  • Use short, clear

  • Give one direction at a time
  • Give directions at the time and place where the
    actions are to be done
  • Set a good example for children to model
    listen intently to them when they speak
    to you.

Good vs. Bad Behavior
  • Avoid singling out children as examples for
    public praise
  • I like the way statements encourage children
    to do things just to please the adult
  • Instead of trying to control behavior with
    praise, involve them in the change process with
    statements or questions that help them define
    personal or group goals and focus their attention
    on ways to achieve them

  • If you feel attention must be given for a
    particular behavior, give equal attention to all
    children who exhibit that behavior
    (and to
    effort of those those
    trying to learn it) behavior)

  • The most helpful form of attention is
    acknowledgment and appreciation, not
  • I see that you are putting all of the square
    blocks on
  • the top shelf.

  • Avoid getting drawn into a battle of wills with
    stubborn or noncompliant children.
  • Remember that childrens need for
    self-direction does not mean they are being

  • Avoid words or
    actions that scold,
    criticize , shame,
    belittle, blame,
    humiliate, accuse
    or otherwise
    attack a child.

  • Instead of scolding a resistant child, let the
    child know by your manner as and words that you
    respect the child's needs and wishes but you also
    expect compliance.
  • Go to where the child is, get down
    on the childs level and speak quietly but
  • Express appreciation when the child does

Make Moving From Place to Place a Learning Time!
  • Avoid requiring children to Put a bubble in your
    mouth or Place a hand on your hip and a finger
    on your lip.
  • These teach children nothing
    and typically only need to
    non-compliance. Theyre real
    time wasters!

Instead of Bubbles Try
  • Sing songsthe sillier the better!
  • Play word or guessing games, recite rhymes, or
    do finger plays with children
  • Play Simon Says or I Spy With My Little Eye
  • Talk with children ask creative questions that
    dont involve a simple Yes or No answer
  • Invite children to move from place to place
    like an animal or move about as if in a certain
    kind of vehicle.
  • Reinforce concepts taught earlier (sounds,
    shapes, colors)

Use Novelty Humor!

Tony Chestnut