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Things You May Not Know About a Transition Center

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At pickup time, Teresa approaches her daughter'southward preschool instructor, Ms. Ann. Teresa would like some advice on how she can get her girl, Lily, to transition more easily between daily activities. The previous evening, Lily had a tantrum at the end of library story time; she wanted to stay at the library longer, looking at picture books, but it was time to get dwelling for dinner. Ms. Ann listens to Teresa and struggles to come upwardly with physical ideas for making outings such as these smoother for everyone.

Transitions are when children move from 1 activity to another. Everyday transitions include arriving at an educational setting from home, moving from dinner to playtime, finishing playtime and cleaning upwards, brushing teeth and then taking a bathroom, and going from bath time to bedtime. Transitions can be difficult for some parents, particularly when taking their young children out into the customs (such equally Teresa's struggles with Lily at the library), picking them up from educational settings, or moving betwixt activities and routines at home. For some children, transitions may be frustrating or may provoke anxiety, and they may atomic number 82 to challenging behaviors. In this commodity, we prefer the definition of "challenging beliefs" provided by the Center on Social and Emotional Foundations for Early on Learning (2013):

  • Any repeated pattern of behavior that interferes with learning or appointment in pro-social interactions with peers and adults.
  • Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.
  • Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (eastward.g., screaming, stereotypy), belongings devastation, self-injury, noncompliance, and withdrawal.

When young children engage in persistent challenging behavior, parents might expect to their children's teachers for communication. The purpose of this article is to highlight strategies that early childhood educators tin can share with families in an effort to prevent challenging behavior during routine activities both within and outside the home. We outset with a discussion of why transitions may exist difficult and when frustrations are most likely to occur. We then focus on the importance of early childhood professionals beingness knowledgeable nearly transition problems and offer suggestions and guidance for family members. Finally, we share strategies parents can use prior to and during transitions to prevent challenging behaviors, as well every bit skills children can be taught to help brand transitions easier.

Understanding the difficulty of transitions

Difficulty with transitions can occur for a number of reasons, such as when children are tired, hungry, confused, or not fix to end an activity. Difficulty with transitions is as well common when children take communication delays, express social and emotional skills, or intellectual disabilities (Hemmeter, Ostrosky, & Corso 2012). By considering children's needs and abilities and planning accordingly, parents can avoid problems at transition times. For example, instead of racing from i errand to some other on a Sabbatum morning, parents might plan a 20-minute intermission to play with their children between stops. Early childhood educators can encourage parents toput themselves in their children's shoes and wait at the world from their vantage points every bit they consider how to bear witness their children what to practice ("Leo, put the washcloth like this to scrub your legs."); how to keep their children decorated ("Alex, while we expect for the server to bring our food, why don't we wait at these books we brought along?"); and how to prepare their children for what comes adjacent ("Jade, after we go to the bank, we will stop past the park for some crackers and juice and play on the slide for a scrap.").

Ideally, educators volition customize these strategies as they get to know each family. Many parents struggle with transitions throughout a child'southward early on years, so sharing strategies that might prevent challenging behaviors during these times is an important task for early childhood educators. While some beginning educators written report that they do not view parents as equal partners in family unit-centered practices and that working with parents can be difficult (Bezdek, Summers, & Turnbull 2010), parents often look to professionals for suggestions near how to address particular issues. Additionally, recommended practices in early childhood special education highlight the important role that parents play as partners in their children'due south learning and development (Division for Early Babyhood of the Council for Exceptional Children 2014).

To be supportive—and to improve transitions at the beginning and end of each school day—early childhood educators should devote time to developing strategies to share with parents on successfully navigating transitions at habitation and in the community. "Given that challenging beliefs has an touch on on children as well equally families, agreement challenging behavior in the context of families is critical" (Tyrrell, Freeman, & Chambers 2006, 30). For example, educators might interact with parents in deciding what strategy to try showtime to tackle a hard transition. A instructor might say to a parent, "It seems Jack does better during long periods of waiting when he knows what will happen next and when he has something to play with. You mentioned that he frequently has a tantrum when you are both waiting at the charabanc stop for your third grader to come up abode. How do you think Jack would react if you lot brought a toy along, played a guessing game with him, or sang some songs?"

Transform wait time into fun learning fourth dimension. For instance, when continuing in line, play I Spy to find objects that are a particular colour.

Helping with transitions

There are several things that tin be done to brand potentially difficult transition times easier for parents and children. First, preventative strategies reduce the likelihood that transitions will exist difficult or that challenging behaviors volition occur. Second, early on childhood educators and parents can work together to determine how to teach children the skills needed to make transition times successful. Finally, there are specific individualized strategies that can be used when a transition becomes difficult or when a child'southward behavior escalates. These topics are discussed in the post-obit sections.

Preventative strategies

Early babyhood educators may share ideas with parents about how to create smooth transitions at home, thereby decreasing the likelihood of challenging behaviors occurring. While these ideas should exist adapted to meet the needs of individual children, general strategies (Artman-Meeker & Kinder 2014) to share with family members include

  • Looking carefully at a family's schedule, routines, and transitions. Help families retrieve nigh (1) whether in that location are transitions or parts of routines that may non be necessary or that could be changed; (two) if their daily schedule could be more consistent, making it easier for children to predict the day; and (three) what strategies they could utilise to signal to their children that a transition is coming. For example, some families put a child-friendly schedule (with pictures to stand for activities) on the refrigerator.
  • Planning ahead.Take materials and activities on hand to transform look time into fun learning fourth dimension. For case, when standing in a long line at a store or when driving in the auto, play I Spy to detect objects that are a item color or begin with a specific sound. Take tranquility toys to use while waiting, such every bit word puzzles, books, or crayons and a coloring book.
  • Having materials set.Gather all necessary items for the next activity before signaling a transition to your child. For instance, have the bathroom set up, shoes gathered, or apples out for snack time prior to calling a child to the activeness.
  • Using music, songs, or anticipated noises to betoken transitions. A routine cleanup song can be used when information technology is time to pick upwards toys. Prepare a timer to indicate that playtime is ending and soon it will be time to clean up for dinner.
  • Using visual cues. Mini-schedules posted near transition locations provide visual prompts for the next transition or schedule alter. For instance, moving-picture show cues nigh the front door might incorporate photos of a coat, chapeau, and boots to prompt a child to get gear up to go outside.
  • Turning transition times into games.Create a vocal and trip the light fantastic or engage in pretend play about what a child is going to practice next. For example, children can be encouraged to "fly" to the sink like superheroes to brush their teeth.

The main goal of preventative strategies is to help children understand adults' expectations for transitions so that challenging behavior is less probable to occur (Hemmeter et al. 2008).

Skills to teach

While preventative strategies are helpful, over time children need to learn to regulate their emotions and behaviors and then that transitions are no longer difficult. Educators tin provide parents with suggestions for specific skills to teach children. Even if parents accept consistent, predictable routines in identify and children know what is expected during transitions, challenging behavior may occur when a child does not have the necessary skills to complete the tasks someone is request of her. Information technology is important to interact with parents and then that children develop specific skills needed during problematic transitions. Consider the post-obit:

  • Ask parents to think most difficult transitions throughout the day, and encourage them to consider if their children take the necessary skills for understanding directions and moving to the next action when a transition is signaled. For example, a parent may inquire, "Does my child know how to brush his teeth independently, or does he need assist?" "What might I exercise, or what skills might I teach my child, to help her in getting dressed? In cleaning up before bedtime?"
  • Propose that parents practice skills with their children, and provide descriptive feedback on how their children employ those skills. For example, a child may be able to put his coat on merely might non know how to zip or button it. Parents can (1) provide descriptive feedback once the child puts on his glaze ("You put your coat on all by yourself!"); (ii) evidence the child how to zip or button the glaze and encourage him to help ("I know the zipper can exist hard, so how about I hold the bottom of your glaze and and so help you lot zip information technology?" [Meadan et al. 2013]);
    (iii) provide praise or descriptive feedback one time essential tasks have been completed and add together a cue for the transition to begin ("I like that you put on your hat and gloves all by yourself after we zipped your glaze! I tin can tell you are fix to go to the shop now!"); and (four) give feedback once the child makes the transition ("You lot did a cracking job getting into your car seat. Now nosotros tin go to the pet store.").
  • Encourage parents to teach their children a variety of emotion words so they tin can express their feelings. Sometimes children have an easier time making difficult transitions when they are able to communicate their desires and emotions. For case, when a child is upset about leaving the park, an adult can characterization this emotion by maxim, "It looks like you are upset about leaving the park. Are you upset? Would you lot like to tell me why yous are upset about leaving?" After pausing to run into if the kid responds, the parent could continue, "I am upset well-nigh leaving the park. I similar playing hither with you. We need to go now because it's dinnertime. If the atmospheric condition is squeamish tomorrow, nosotros can come back."
  • Begin with parents some strategies for education children problem solving skills so they learn to come up up with culling solutions to situations that arise. For case, a parent might inquire a child, "What exercise y'all want to quietly play with while we have grandpa to the doc's part?" Such questions help children consider variables like, "This toy makes music, so I can't bring information technology." Another useful strategy is a four-step problem solving process (CSEFEL 2013), in which parents ask their children to consider the following: (one) What is the trouble?; (2) Think, think, recall of some solutions; (3) What would happen if we tried the solution? Would information technology be off-white? Would information technology be safe? How would everyone experience?; and (4) Give the solution a try! Through this procedure, children learn to problem solve with guidance and support.
  • Encourage parents to apply "First . . ., then . . ." statements to communicate their expectations and to help children learn to expect patiently for preferred activities. For instance, a parent might say, "First you need to put the books on the shelf, and then you lot tin play outside."

Individualized strategies

Even with preventative strategies in identify and efforts made to teach new skills, there will notwithstanding be times when transitions are challenging for some children. By learning about the specific situations that remain hard, early on childhood educators can provide parents with individualized suggestions. For case, if a child regularly has trouble with the transition from school to the car during pickup fourth dimension, a instructor might give the child clear directions in the presence of the parent, describing to the child exactly what behaviors she expects to see as they walk to the auto ("Shannon, I need to encounter walking anxiety and gentle hands every bit we walk to the car with Mom."). Early childhood educators also might model transition behaviors for the child while the parent is present ("Shannon, watch me walk to the cubbies, accept out your backpack, and help you put it on to go home.").

Preventative strategies and new skills might not work well if parents have a difficult time remaining warm and supportive when their children human action out. The importance of remaining at-home during difficult transitions cannot be overemphasized. Educators can offer suggestions to parents almost how to develop their own cooldown strategies during stressful times (such as counting to 10 and visualizing a calming place). Educators can also assistance parents acquire to redirect their children equally a manner to defuse a hard transition. For example, as Cameron begins fussing about not wanting to take off his new snow boots, Ms. Annette might say, "We got some new fish in the fish tank today; we'll get cheque them out as presently every bit your boots are off."

Supporting parents

Some parents may seek support from educators or ask questions about a particular incident or transition, while other parents may accept difficulty with multiple transitions. It is disquisitional that educators consider which strategies all-time encounter parents' unique needs. While educators should model for parents when opportunities arise, educators should besides plan for less stressful learning opportunities during which they problem solve with parents. Some suggestions for sharing ideas with parents follow.

Parent workshops

Parent workshops tin can provide wonderful learning opportunities on creating successful transitions, while besides allowing parents to see that they are not alone. During group workshops, early educators tin can cover topics such every bit preventative strategies, how to teach children the necessary skills to exist successful during transitions, and how to manage challenging beliefs during transitions (for example, meet CSEFEL Parent Training Modules at http://csefel.vanderbilt.edu/resources/training_modules.html). During parent workshops, educators tin can demonstrate strategies for parents, role-play, and share information regarding how school transitions are structured. Videos of difficult transitions could be used as a foundation for collaboratively developing solutions. (For instance, a video showing a transition using a timer can be found at vimeo.com/194715303, while a video depicting transition cues can exist viewed at vimeo.com/194715224. For even more video examples, visit https://bit.ly/2JDYBz2.)

The importance of remaining at-home during difficult transitions cannot be overemphasized.

Dwelling advice

Proactively communicating with parents nigh transitions is another strategy that early on babyhood educators can use to maintain positive connections betwixt school and home. For example, a monthly newsletter with transition tips can be sent habitation to parents, or weekly transition ideas can exist inserted into a classroom newsletter. Additionally, advice logs can be created for individual children. These logs go between dwelling house and school as a method of sharing information with parents who would like support or suggestions for specific transitions. This provides an opportunity for educators and parents to learn about which strategies are successful at school and dwelling house, generate ideas for individual children, and examine challenges that continue to occur.

Observations and modeling

If children are struggling with transition times, parents can observe educators modeling strategies during classroom transitions. Some parents may benefit from paying attention to the expectations and directions teachers provide and and so watching how their children react during the transition. This sort of modeling could be done while a parent is volunteering in the classroom, on a field trip with the grade, or attending a parent night. Additionally, some parents might benefit from educators coaching them as they learn new strategies for supporting their children during difficult transitions. This might involve educators sharing detailed information on steps to follow when preparing for a transition, as well equally operation-based feedback on what worked well and what a parent might do differently next time.

Conclusion

When early childhood educators and family unit members interact to support children who struggle with transitions, everyone benefits. Teachers and parents should communicate nigh their difficulties with transitions to determine possible solutions, similar Ms. Ann does with Teresa in this closing vignette.

A few days after Teresa asks Ms. Ann for help making transitions easier for Lily, Ms. Ann shares a few strategies she uses in the classroom when challenging behaviors arise. She suggests three strategies: trying "First …, then …" statements to institute expectations, modeling emotion words so Lily can talk well-nigh her feelings, and helping Lily think about what might make her feel ameliorate.

Teresa cheers Ms. Ann and decides to try these strategies at the library that evening. "First we will go to story time at the library, so we will drive home to eat dinner," Teresa says to Lily as they get ready to go to the library. Later story fourth dimension, Teresa reminds Lily that it is fourth dimension to go dwelling for dinner. Lily starts to become upset, and Teresa worries that she'south going to have another tantrum. Remembering Ms. Ann's advice, she asks, "Are you sad nosotros have to exit the library? Can y'all tell me why you lot're sad?" Lily says she wants more story time. Teresa asks her if she would similar to exercise story time at home. She explains that they tin can borrow the aforementioned book that they just heard during story fourth dimension and read it over and over at home. Lily nods enthusiastically. Together, they take the book to the library checkout desk, calm and happy.

Transition Resources

Routines and schedules

From the TACSEI Haversack Connection Serial:

  • "How to Help Your Child Have a Successful Morning"
    http://challengingbehavior.cbcs.usf.edu/docs/backpack/BackpackConnection_routines_morning.pdf
  • "How to Help Your Kid Take a Successful Bedtime"
    http://challengingbehavior.cbcs.usf.edu/docs/backpack/BackpackConnection_routines_bedtime.pdf
  • "How to Use Visual Schedules to Help Your Child Sympathise Expectations"
    http://challengingbehavior.cbcs.usf.edu/docs/backpack/BackpackConnection_routines_visual-schedules.pdf
  • "How to Help Your Child Transition Smoothly Between Places and Activities"
    http://challengingbehavior.cbcs.usf.edu/docs/backpack/BackpackConnection_routines_transitions.pdf

From ZERO TO THREE:

  • "Creating Routines for Honey and Learning"
    www.zerotothree.org/resources/223-creating-routines-for-honey-and-learning

Encouragement for successful transitions

From The Center on the Social and Emotional Foundations for Early on Learning:

  • "Some Starters for Giving Positive Feedback and Encouragement"
    http://csefel.vanderbilt.edu/modules-annal/module1/handouts/3.pdf
References

Artman-Meeker, G., & Chiliad. Kinder. 2014. "Moving Right Along: Planning Transitions to Foreclose Challenging Behavior." Front Porch Serial Circulate Calls. Head Start Early Childhood Learning & Noesis Center, The National Center on Quality Educational activity and Learning. Video. https://eclkc.ohs.acf.hhs.gov/video/planning-transitions-prevent-challen....

Bezdek, J., J.A. Summers, & A. Turnbull. 2010. "Professionals' Attitudes on Partnering with Families of Children and Youth with Disabilities." Education and Training in Autism and Developmental Disabilities 45 (3): 356–65.

Eye on the Social and Emotional Foundations for Early on Learning. 2013. "Module 3a, Individualized Intensive Interventions: Determining the Meaning of Challenging Beliefs." http://csefel.vanderbilt.edu/resource/training_preschool.html.

Division for Early Babyhood of the Council for Infrequent Children. 2014. "December Recommended Practices in Early Intervention/Early Childhood Special Didactics." www.dec-sped.org/recommendedpractices.

Hemmeter, Grand.L., M.One thousand. Ostrosky, Chiliad.K. Artman, & K.A. Kinder. 2008. "Moving Right Along . . . Planning Transitions to Prevent Challenging Beliefs."Young Children63 (3): 18–25.

Hemmeter, Grand.Fifty., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Beliefs: Mutual Questions and Practical Strategies." Young Infrequent Children15 (2): 32–46.

Meadan H., One thousand.M. Ostrosky, R.M. Santos, & M.R. Snodgrass. 2013. "How Can I Help? Prompting Procedures to Support Children's Learning."Immature Exceptional Childrenxvi (4): 31–39.

Tyrrell A.50., R. Freeman, & C.R. Chambers. 2006. "Family Perceptions of Challenging Beliefs: Strategies for Providing Effective Supports." InYoung Infrequent Children Monograph Series No. 8: Supporting Social Emotional Evolution in Young Children, eds. E.Thousand. Horn & H. Jones, 29–41. Missoula, MT: Sectionalisation for Early Childhood of the Council for Exceptional Children.

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Source: https://www.naeyc.org/resources/pubs/yc/sep2018/reducing-challenging-behaviors-during-transitions

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