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Eliminating Transitions
July 21, 2010
If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow.
-Alfie Kohn, Author and Lecturer
-Alfie Kohn, Author and Lecturer
"As adults, we often find ourselves transitioning from one activity to another in a short time span. Most of the time, we don’t feel we have a lot of control over our schedules, but wish that we could carve out extended time to relax and focus on one project.
If we relate this scenario to the way a daily schedule unfolds in an early childhood setting, we might begin to see how young children feel each time we ask them to transition from one activity to another. Picture a group of children in the block area who have spent 15 or 20 minutes building an elaborate car wash. They have just gotten to the point where they will be using cars to develop a story and act it out when the teacher says it’s time to clean up for snack. Of course, after snack there’s group time and then the class will be heading outside. Are these children also wishing that they could have had an extended time to relax and focus on enjoying their car wash and the dramatic play possibilities? Do they also feel like they have no control over their schedule?
"Having a daily schedule that creates routines for young children is an essential part of an early childhood classroom. Evaluating the daily schedule on a regular basis is an integral part of creating a quality program that meets the needs of both the children and adults who ‘live’ in the classroom each day. We would suggest that you look (with a critical eye) at your daily schedule once a year to determine whether it works for the group of children current-ly enrolled in your classroom. One of the most important things to consider when reviewing your schedule is the number of transitions that occur throughout the day.
"Transitions tend to be some of the most difficult and stressful moments in an early childhood classroom. At these times teachers often find themselves dealing with more challenging behaviors and feeling more like police officers than nurturing caregivers. If you are feeling uncomfortable or frustrated during transition times, that is a sign that your current schedule may need to be revised to better meet the needs and developmental levels of the children in your care."
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- Mind in the Making: The Seven Essential Life Skills Every Child Needs
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- More Than Numbers: Mathematical Thinking in the Early Years
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Comments (2)
Displaying All 2 CommentsCentral Union Church Preschool and Kindergarten
Honolulu, Hawai\'i, United States
Having trained and worked in Montessori classrooms where the "work period" often spanned 3 hours and transitions were few, it was interesting to observe the frequent transitions that occurred in my new environment (non-Montessori). Children are capable of sustained periods of concentration ("Flow"?!). This article on eliminating transitions really hit home for me. How can children develop concentration and perserverance if they are constantly interrupted? In our fast-paced world it is often difficult to slow down to a child's pace. I appreciate the suggestions for teachers to question what they are doing in relation to what the chidlren need. It is easy to get caught up in what we're comfortable doing. It is often difficult to allow the children the time that they need. I look forward to sharing this article with my teachers and in receiving their feedback.
Harlingen, TX, United States
Yes, children need long blocks of time in which they can develop their play. Their work needs this dedicated time--interrupted by others. Since children mature so quickly even within one year, the schedule at the beginning of the year may not even work mid-year.
i suggest evaluating the schedule more frequently than once a year...periodical checks/critiques might be more benefitual. This could allow for even minor changes....ang would "keep the continuity" yet the schedule would be adapted for the child's needs.
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