Transitioning Children

June 17, 2007

Can you move children from one activity to
another, or from one place to another…

Efficiently?
Effectively?
Educationally?
.. Happily?

Major transition times:
- arrival at the center
- moving from one activity to another
- clean-up times
- mealtimes
- before and after rest time
- changing classrooms or groupings
- departure

Smooth Transitions…
~ establish much better “discipline” in your
classroom, preventing many behavior problems
~ allow for more time for educational activities,
due to less waiting time
wing that you are capable and competent,
and the classroom is not out of control

As you know, transition times are usually the most difficult and stressful parts of
the day in child care. A group of children are being asked to shift from one activity to
another, and move from one task to another in a relatively short period of time. This
lends itself to much movement – and for some children – opportunity! Some children
have a particularly difficult time and react to any kind of confusion, lack of structure &/or
chaos. You should plan on transition times requiring all of your attention and focus –
this would not be the appropriate time to gather the materials necessary for the next art or
cooking project.

Here are some general thoughts on how to make transition times easier:

- View transition times as opportunities for learning. Transitions hold many
opportunities for skill-building, problem-solving, listening, following
directions, and cooperation.

- Make transitions fun!! A good Teacher can make wearing two mismatched
mittens sound like the most fun and exciting thing in the world just by facial
expressions and tone of voice. Utilize your face and voice as teaching tools.

- One adult should stay with the majority of the children who are ready (or
not ready) and the other staff member should be facilitating the rest of
the group. Strategically positioning yourself is an invaluable tool during
transitions. Do not penalize the children who are ready and doing what they
should be doing. Don’t let one child hold up the rest of the class because he
won’t put on his coat – that’s giving that child a great deal of power.

- Eliminate ‘Lining Up’ and minimize waiting. Lining up lends itself to
children being in each others’ body space. This often leads to pushing,
shoving, kicking and whining. Movement in small groups is preferable – and
much more manageable. Stagger small groups of children. If you must line-
up, or there is an unexpected wait for the next activity (Ex. - lunch is late)
fingerplays, songs and games that require no props are essential. Think about
how difficult it is for us (as adults) to wait in a grocery store line for more
than a couple of minutes. Multiply that by ten! A good Teacher has a
repertoire of fun little games and activities they can ‘pull out of a hat’ at any
given moment, and also utilizes teachable moments to talk and process the
child’s experiences of the day, while encouraging cognitive development.

- Give children adequate time to prepare for transitions. You like to know
what is coming next in your day, don’t you? Do you like it when you’re right
in the middle of something and someone demands that you stop right now and
do something else? We need to be respectful of children and their choices.
They need to mentally prepare for changes, and feel that they have some
control within their environment and their day. Predictable cues can also be
an effective and helpful tool. Children respond to structure and routines,
and consistency enables them to feel safe, secure, and more in control and
competent.

- Choose children first who are not engaged in any activity, (or who need
some redirection), to start moving into that next phase of the day.

- Utilize positive reinforcement as a tool. Children generally strive to please.
Reward appropriate behavior with recognition, praise and positive
reinforcement. Don’t fall into the “Good Job!!” pitfall – the more specific and
concrete your comments are, the more it indicates that you are really looking
and paying attention, and are sincere.
Try to stay away from always relying on external rewards like stickers.
This can often backfire, and you may have children who will only do what is
expected if they get something in return.

- Know upon whom you need to keep an extra close eye. Certain children
predictably ‘lose it’ during transition times, or take advantage of the fact that
your focus is fragmented. You will want to shadow these children closely –
again using positive reinforcement when they display appropriate behaviors.

- Since we know transition times are hectic, plan ahead and have all
necessary materials at hand. You know the room ‘goes up for grabs’ during
a transition time if someone has to leave to go get another spoon or a box of
Kleenex!

- Some children need specific directions comprised of only one or two
commands at a time. Some children cannot comprehend or process multiple
directions given all at one time. Think about this the next time you get that
child who just stares at you, whom you think is just being disobedient.

- Model and demonstrate appropriate behaviors. Do not assume the
children truly know what is expected. Be patient with children new to child
care – they probably know nothing about ‘snack time’, ‘group time’, etc.
and/or many of the expectations.

- Know your children. Know what they like and what they respond to, what
works, and what doesn’t.

IDEAS FOR WAITING TIMES:

- Songs and Fingerplays
- Visualization scenarios/listening games (“You are sitting on the beach. The
sun is warm and you can feel it on your back…”); Try relaxation techniques.
- Review of the morning or previous day; Talk about things together.
- Have children wiggle specific body parts
- Have children move like, or pretend to be specific animals or things
- Read or tell a story, or have children look at books
- Identify things in the room that start with certain letters; Look for shapes,
colors, numbers, etc within the environment
- Guessing Games
- Memory games or clapping games
- “Simon Says”
- Exercising or Stretching Activities
- Play the “Telephone” game
- Use puppets to give directions, reinforce concepts, or just be silly
- “Freeze!” – no one can move – “We’re all frozen!”
- “Quiet Bubbles” – challenge children to be quiet (or sit) before bubble pops
- “Get your wiggles out!” – Have children wiggle different parts of their bodies

Remember to tie in your curriculum theme whenever possible to expand upon and
enhance the children’s learning experiences. Keep it fun and exciting and you’ll
eliminate many behavior problems.

Suggestions for Clean-Up Time

- Utilize special songs or cues. Children will learn to associate that song
mentally with clean up time. And then there’s the Mary Poppins-thing –
music and a positive attitude can make a chore seem more fun.

- Have shelves labeled with words and pictures &/or silhouettes. This
makes putting toys away self-correcting, and a skill building matching game,
in which children can experience success and be self-sufficient. Your
environment should ‘make sense’ and areas should lend themselves to
appropriate use and clean up. Everything should have a logical place.

- Assign specific tasks when necessary. Some children truly do not know
how to clean up or know where to start. Many young children come home to
a magically clean home and are not expected to clean their rooms. They
actually need to be taught this skill. You may have to teach children to sort
the manipulatives, instead of just throwing them all into the closest bin.

Text Box: Text Box:
- Clean up as you go throughout the day. Children should not be allowed to
leave an area to go to another area without first picking up what they took out.

- If one area of the room is consistently a nightmare at clean up time,
examine the problem. An example of this would be the Homeliving Area.
We often add to the environment, yet forget to take things out of it, creating
an overwhelming mess at clean up time. Sometimes less is more. If only 4
children are allowed in the Homeliving Area, you don’t need 10 purses or a
table setting for 8.

- Make a mental note of which children were playing in which area(s)
during freeplay time. ‘Ya gotta love the child who, when you give your five
minute transition warning, scoots quickly out of the really messy Homeliving
Area! You also know that someone was playing with the blocks even though
everyone insists “not me!”. Quickly jot this down if you need to.

- When a child wants to start some elaborate or complicated game or
activity ten minutes before it is time to clean up, let him make the choice.
Some children don’t mind putting something away halfway through, and some
do. Let them make an informed decision and retain having that control.

- Working together is the focus of clean up time. You will, of course, hear
the, “I didn’t do it/It’s not my mess” argument. Acknowledge that fact, talk
about being a team and working together. Thank that child for helping, even
though it wasn’t his/her mess. And there is always the natural and logical
consequence of “The sooner our room is clean, the sooner we can
__________.” Use the next activity as a motivator.

- Start cleaning up some areas sooner. If you can see an area is going to be
difficult or time consuming to clean up, get a head start on it.

- Don’t be locked into everything having to be cleaned up daily. If your
children build an elaborate block structure they want to show their parents,
consider the possibility of saving it. They can then expand upon it over the
next few days.

- Only certain areas of the room should be open at the beginning and end
of the day for manageability purposes. It is really not fair to that 6:00 pm
child to have to clean up the entire Block Area because all of the other
children have left for the day.

- Ask parents to help and to reinforce you by having their children put
away what they’re doing before they go home. Children often want to run
to their cubbie and get their coat the minute they see their parent. Politely
redirect the child back, because he/she “forgot to do something.” Thank the
parent(s), let them know you appreciate their support with this, that you know
they are tired and probably just want to get home…etc.

GAMES/IDEAS TO MAKE CLEAN UP FUN:

- “Beat the Clock” – use an egg timer, kitchen timer, the clock, etc.
- “I Spy” (naming overlooked items, having children figure out what they are)
- Assign different colors of items to each child to pick up
- Have each child pick up 10 items (or however many)
- “Surprising” the Teacher that is coming back into the room
- Assign cleaning buddies or create “teams”
- A “contest” as to which area or team can be done first
- “I need my best puzzle-doer! Who is really good at puzzles?!”…
- “Who knows where this goes?”… (appeal to their sense of competency)
- Be funny – “Does it go here?…” (naming an obviously silly place)
- Nominate a daily cleaning “Inspector” or “Inspection Committee”
- “I’m hungry for…” Have children put things back in bin (that you hold)
pretending and naming a food that they would like to eat. Involve them.
- Reward teamwork. A marble goes into a jar each time children work
together without being asked, to earn a special treat or activity
- Puppets talking to, giving directives, and encouraging children to clean up
- A round of applause when the room is clean. Yeah!!!!!
- Positive reinforcement, praise, and enthusiasm work wonders!!

SKILLS CHILDREN LEARN FROM CLEAN-UP:
- Organization - Teamwork
- Cooperation - Matching
- Sorting - Cause and effect
- Ownership of the room - Responsibility
- Increased self-esteem/Pride - Appropriate expectations
- Independence and self-help skills - Classification
- Non-stereo-typical experiences

APPROPRIATE EXAMPLES OF COMMENTS:
“ I know that you didn’t play with that, but we are working as a team. Thank you
for helping clean that up, even though you didn’t use it.”

“ Who’s really good at puzzles? I need my best puzzle-doer over here.”

“ Billy, how about if you bring me the red legos, John you can do yellow, I’ll do
the green ones, and Suzie you pick up the blue ones?”

“ Oh I see something still out. Does anyone else see what I see?”

“ Sally, you are doing a really good job cleaning the playdough. Thank you.”

“ What a great team we have! I really like it when I see you helping each other.”

“ Let’s hurry and finish so we can go outside!

Songs that include children’s names…

(To dismiss the group, transition, or call to come to group)

- “I Have a Very Special Friend”

(Tune of “Bingo”)

I have a very special friend,

Can you guess his name-o?

B-I-L-L-Y, B-I-L-L-Y, B-I-L-L-Y,

And Billy is his name-o.

That child can select an area to play in, or has come to the group

- “I’m Looking for Someone”
I’m looking for someone named, _________,
I’m looking for someone named, _________,
If there is someone named _________ here now,
Stand up and take a bow. (or, stand up and go to lunch, stand up
and put on your coat, etc.)

- “Where, Oh, Where is My Friend”
Where, oh, where is my friend _______?
Where, oh, where is my friend _______?
Where, oh, where is my friend _______?

Please come to the group (table, door, etc)
- One Elephant Went Out to Play
One elephant went out to play
Upon a spider’s web one day.
She had such enormous fun
She called for another elephant to come
Child selects another “elephant” to go next

- “This Train”
(Tune: “This Train is Bound for Glory”)
This train is bound for the *playground,
This train is bound for the playground,
This train is bound for the playground,
Suzie, get on board,
Jeremy get on board,
Sally get on board. *or whatever transition

Who's Here Today?
(tune: Twinkle, Twinkle)
__________ came to
school today.
We're so glad we'll shout
Hooray!
Text Box: Stand Up
(tune: Frere Jacques)
Stand up __________. Stand up __________.
Stand up __________. Stand up __________.
Reach up very high now.
Reach up to the sky now.
Then sit down. Then sit down.

Where is _____?
(tune: Frere Jacques)
Where is _______?
Where is _______?
Here I am, here I am,
How are you today
___________?
Very well, thank-you.
Yes I am. Yes I am.

Here We Are Together
(tune: Did you Ever See a Lassie?)
Here we are together,
Together, together,
Here we are together,
Back at school again
There's ____ , and ____,
____, and ____,
Here we are together,
Back at school again.

Good Morning!
(tune: If You're Happy and You Know It)
Good morning, (first name / last name).
How are you?
Good morning, (first name / last name).
How are you?
How are you this special day?
We're so glad you came to play.
Good morning, (first name / last name).
How are you?

I Am
(tune: Frere Jacques)
I am _____
I am _____
That's my name,
That's my name,
I am glad to be here,
I am glad to be here,
At school today,
At school today.

IDEAS TO MOVE CHILDREN AS A GROUP:
- Move like animals – ‘swim’ like a fish; hop like a bunny; waddle like a duck;
move like an elephant; ‘fly’ like a bird or butterfly, slither like a snake; etc.
- Make a train or airplane
- Have a rope with a knot for each child to hold (making a caterpillar)
- “Simon Says” or “Do What I Do” game (with a child leading it)
- Be as quiet as a ‘mouse’ and don’t let the other classrooms hear you! “Let’s
fool them!”; Wear invisible shoes or moccasins that only walk quietly
- “Everyone wearing purple can…” (or “Name starts with an ‘S’…”, etc.)
- Walk without stepping on a crack/Walk on a tightrope, etc.
- Hop, jump, gallop, chicken-walk, take baby steps, take big steps, skip, walk
on toes, walk backwards, crawl, crab-walk, etc…
- Hold hands with a partner or buddy
- Stay out of the quicksand or hot lava!
- Look for things within the environment (letters, shapes, colors, numbers, etc)

Again, we don’t want to do things in large groups (we’re not
hearding cattle), but there are times when this is necessary. Make
it fun, and tie in your curriculum theme if at all possible!

APPROPRIATE REST TIME COMMENTS:

“ We are resting our bodies. Resting bodies are very still.”
“ Your body needs rest so that you will have lots of energy for this afternoon
outside.”
“ Please keep your body on the cot.”
“ Billy, your friends are trying to sleep. When you make that noise that wakes
them up. Please stop.”
“ We’ll talk later. Right now it’s quiet time.”
“ Rest your legs too, Billy.”
“ Would you like for me to come cover you up?”
“ I choose people that are resting quietly with there eye’s closed (to rub backs.)
Lay still and close your eyes and maybe you’ll be next.”
“ Show me what a good rester looks like.”
Yawn really loud and say “Oh, I’m tired!”

Suggestions for Rest Time
- The activity proceeding rest time should be calming, and not over-excite
or stimulate the children. Play the “Yawning Game” or be “tired puppies.”
- Strategic arrangement of the cots is essential. Some children cannot have
any kind of stimulation in order to settle down and relax. Be mindful of this
when placing cots by other children or toy shelves. In addition, some children
need to be in a part of the room that is darkest or most isolated.
- Avoid using the words ‘sleep’ or ‘nap’. Some children respond strongly to
being told they have to take a nap. Rest time sounds much better and less
threatening to a lot of children.
- Utilize soft, relaxing, calm music to set the tone. Create a daily routine.
- My criteria for choosing the next child to get his/her back rubbed was
that they had to be “resting their bodies, including their eyes.” If you can
get children to lie quietly on their stomachs with their eyes closed, you’re
halfway there. Teach the children deep breathing and relaxation techniques.
- Very, very gently run your fingertips along the side of a child’s face
lightly. When you do this, they have to close their eyes, and it is extremely
relaxing.
- Blankets and small pillows from home are often a good home/school link
and can be very reassuring to a child. You will want to avoid toys that
children play with instead of ‘cuddle.’
- Not all children are physically able to sleep. Have ‘rest time’ boxes – quiet
small items they can play with on their cots. If a child “rests (or relaxes) his
body” for a half hour or 45 minutes they can then have a rest time box. (The
other children who need the sleep will most likely be unable to stay awake
that 45 minutes to get a rest time box.) The rest box serves as a motivator for
that child to rest quietly so that others can get to sleep.
Another idea that is good for about 30 minutes of quiet – give a child
one of the many large toy/equipment catalogs we receive. Have him circle
everything he thinks would be fun to play with. (Be clear you’re not buying
these things, we’re just looking and pretending.)
- Tuck the children in. This should be a very pleasant part of the day in which
each and every child feels nurtured and loved.
- Never threaten children with having to take a nap, or use it as a
punishment.

- If you will not be there when the children wake up, let them know (or
remind them) who will be there. It can be scary or confusing to wake up to
someone new or different than who you expect.. Alert them to other changes.
- Let children wake up at their own pace. Try to respect the different styles,
physical needs and temperaments of the children. Don’t hurry children.
- Children prone to bathroom accidents should have their cot placed on
tile. Toileting accidents should never be a big deal. They should be dealt
with calmly and privately, and children should never be made to feel badly.
Self-help skills should be stressed, and children two and up should be
changing themselves with minimal assistance. If naptime wetting is a chronic
problem you may want to ask the parents if they think it would be beneficial
to wake that child up mid-nap to use the rest room. Sometimes this is
effective, and sometimes it’s not, if the child then can’t get back to sleep.
- Define and describe for the children specifically what ‘resting your body’
looks like. Don’t assume that they know what we expect of them, or know
what that phrase means in actuality. Also be consistent in your expectations.
- Have quiet activities at the table or rest time boxes for children who wake
up early. Children should not be expected to lie quietly until nap time is over.
This is also a good way to stagger use of the rest room or get ready for snack.
- Talk to the non-sleeper about the needs of others. Sometimes it does not
even occur to the child who doesn’t sleep that anyone else would even want to
nap! Talking about the feelings of others helps children to develop empathy.
- Try not to get frustrated. There will be days when no one sleeps, or you
have a fire drill in the middle of nap. Remember, we are here for the children,
and cutting out bulletin board letters may have to wait on certain days.
- If every single one of your children are awake at 2:45, don’t make them
wait to get up until 3:00 just because that’s what the schedules says. At
some point it is more work trying to keep them quiet and on their cots! Be
flexible and don’t punish the group for waking up early.
- Communicate with whom ever is relieving you for break. Let him/her
know which children have already been to the bathroom 5 times.
- Reinforce positive behaviors and efforts. For some children it is a big deal
and a struggle to lie quietly. Acknowledge this.
- Talk about the benefits of resting our bodies. Some children don’t even
know why we expect them to do this, and don’t understand the benefits.

Easy Puppets –
- Place stickers on your fingers
- Draw faces on your fingers
- Paper Bag (lunchbag) puppets
- Tape craft sticks onto pictures to make puppets
- Sock puppets – draw a face on sock. Scrunch up fabric,
holding excess material inside of palm of hand, creating a
“mouth”
- Mitten/garden glove puppets
- Medical suppliers sell single latex finger covers. Draw a face
on them
- Novelty pencil eraser toppers (place on fingers)
- 3 Finger puppets (holes for “legs” – 2 fingers become “legs”
of puppet, middle finger will control the “head”)
- Spoon puppets (draw face on back of plastic spoon. Wrap
piece of fabric around handle for ‘clothes’. Add yarn hair.)
- Decorate a round styrafoam craft ball. Dig out a hole for
your finger to go into (or put a craft stick into)
- Make a fist. Draw a face on your curled thumb and first
finger. Move your thumb and slightly unclench fist to “talk”

Puppets are a great transition tool!!!
I am learning!
When I help take care of my classroom I feel important and a part of things. It also helps to teach me responsibility and independence

Snack time is a great time for me to be able to socialize and interact with my friends, which enhances my social skills and language development. I also get the nutrition my growing body needs. Serving myself makes me feel good about myself, and also develops my muscle control.

Participating in group time teaches me that I am part of a larger community. I am also learning some things I will need to be able to do when I get to school – sit without bothering others, listen, wait my turn, and to follow directions. Many educational concepts are introduced at this time.

A-2 Teachers are available and responsive to children.

A-5 Teachers encourage children’s development of independent
functioning, as appropriate. Teachers foster age development
of age-appropriate self-help skills such as picking up toys,
wiping spills, personal grooming (toileting, handwashing),
obtaining and caring for materials, and other skills.

A-6a Teachers facilitate the development of responsibility, self-
regulation, and self-control in children.

A-7 Overall sound of group is pleasant most of the time.

A-10 Teachers use a variety of teaching strategies to enhance
children’s learning and development throughout the day.

B-9 Teachers conduct smooth and unregimented transitions between
activities.

B-10 Teachers are flexible enough to change planned or routine
activities.

B-11 Routine tasks are incorporated into the program as a means of
furthering children’s learning, self-help, and social skills.

H-17a Toilets, drinking water, and handwashing facilities are easily
accessible to children.

H-17c Children wash hands after toileting and before meals.

I-3 Mealtime is a pleasant social and learning experience for
children.

NAEYC Classroom Observation
Referenced Criteria

Clean Up Time
It’s Clean Up Time To Clean Up
(tune: Cementime) (tune: “The Muffin Man”)
Oh, it’s clean-up, Oh, do you know what time it is,
Oh, it’s clean-up, What time it is, what time it is?
Oh, it’s clean-up time right now. Oh, so you know what time it is?
This is the way we clean our room, It’s time to clean up.
Clean our room, Clean our room,
This is the way we clean our room,
Each and every day.

Clean Up Star Time to Put the Toys Away
(tune: “Twinkle, Twinkle, Little Star”) (tune: “Mary had a Little Lamb”)
Twinkle, twinkle, clean up star, It’s time to put the toys away,
Time to clean up where you are. Toys away, toys away.
Put a toy back in it’s place. It’s time to put the toys away
Hurry now, it is a race. So we can have our lunch.
Twinkle, twinkle, clean up star, (Note: can substitute other activities such as “go
Time to clean up where you are. outside”, etc.)

Clean up Chant This is the Way We Clean Our Room
(tune: “The Farmer in the Dell”)
Clean up, clean up
Everybody do your share. This is the way we clean our room,
Clean up, clean up Clean our room, clean our room
Everybody, everywhere. This is the way we clean our room
Each and every day.
Time to put the toys away.
Save them for another day.

We’re Cleaning Up Our Room A Helper I Will Be
(tune: “The Farmer In the Dell”) (tune: “The Farmer in the Dell”)
We’re cleaning up our room. A helper I will be.
We’re cleaning up our room. A helper I will be.
We’re putting all the toys away. I’ll pick up things and clean the room.
We’re cleaning up our room. A helper I will be.

Gathering/Circle Time Songs
Help Me Make a Circle Are You Ready?
(tune: “The More We Get Together”) (tune: “Are You Sleeping?”)
Help me make a circle, a circle, a circle. Are you ready?
Help me make a circle so big and so wide. Are you ready?
Sit right down. Sit right down.
There’s (child’s name) and (child’s name) Please come and join us.
and (childs name.) Please come and join us.
Help me make a circle, so big and so round. Sit right down
Sit right down.

He Wore His Striped Shirt Come Gather Together
(tune: “Mary Wore Her Red Dress”) (tune: “For He’s a Jolly Good Fellow”)
(Child’s name) wore her/her striped shirt, Come, let’s gather together,
Striped shirt, striped shirt. Come, let’s gather together,
(Child’s name) wore his/her striped shirt Come let’s gather together
To school today. To see what we can do.
(Note: can substitute a color for striped
and pants, etc for shirt)

Here We Are Together Can You Do This?
(tune: “The More We Get Together”) (tune: “Are You Sleeping?”)
Here we are together, together, together Can you do this? Can you do this?
Here we are together. Look at me. Look at me.
We’re having so much fun. Everybody try it. Everybody try it.
There’s (child’s name) and (child’s name) You will see. You will see.
and (child’s name) and (child’s name)
Here we are together.
We’re having such fun.

If Your Ready And You Know It Gathering Song
(tune: “If You’re Happy and You Know It”) (tune: “Skip to My Lou”)
If you’re ready and you know it, sit right down. Come, come, sit on the floor.
If you’re ready and you know it, sit right down. Come, come, sit on the floor.
If you’re ready and you know it, Come, come, sit on the floor.
then your body will surely show it. Sit on the floor and join me.
If your ready and you know it sit right down.

Suggested activity/transitional music:
Hap Palmer, Getting to Know Myself, Educational Activities ©
1972 Freeport, NY 11520
“Sammy”
“Colors”
“What’s Your Name”
“Shake Something”
Learning Basic Skills through Music,
Educational Activities © 1966 Freeport, NY 11520

“Put Your Hands Up in the Air”
“The Elephant”
Ella Jenkins, You Sing a Song, Scholastic Records © 1966
Englewood Cliffs, NJ 07632

“Shake Your Sillies Out”
“Willoby Wolloby”
“You Gotta Sing When the Spirit Says Sing”
Greg and Steve, On the Move, Youngheart Records © 1983
Los Angeles, CA 90027

“Scat Like That”
“Rock to the Music”
“Friends”
Text Box:
Review/Test on Information on Transitions:

Why are transitions difficult for children?

List at least 6 things a Teacher can do to make transition
times easier for children:

List at least 6 simple games or activities that a Teacher can
do with a group of children while they are waiting, that
require no props or preparation:

List at least 6 things that a Teacher can do to help facilitate
‘Clean-up Time’:

Cathy Abraham
childcarediva@aol.com

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