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(Unit 5) Topic 4: Early Childhood Classroom Schedules and Routines

2 Clock Hours of Early Childhood Education

Transitions and the Daily Schedule 

​The first transition for the children in your classroom occurs during their arrival and the last transition occurs when they depart at the end of the day.  

​Topic 4 Page 17

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Transitions occur throughout the day as children move from one activity to the next. Children respond to the structure and consistency of the same routines and transitions. Using simple, clear directions that help children understand consistent transition expectations can prevent challenging behaviors that may occur.  Minimizing the time that children wait between activities and/or routines is a key strategy in managing transitions in early childhood classrooms.  Songs, nursery rhymes, movement activities, puppets, and books are examples of activities that can be used to get and keep the children’s attention. Giving children visual cues will also assist in effective transitions.  Things like a visual schedule with pictures or a special clean-up signal will make transitions smoother.  As children learn the rhythms of the daily schedule of activities and transitions they learn social skills and gain independence.   

On the following page are some transition tips and ideas from an experienced educator.

Debbie Hasbrook, M. Ed.
Debbie Hasbrook has worked with children and families for 37 years. In that time she has been a home provider, teacher, center director, Regional and State conference presenter and Adjunct faculty at a number of colleges in Washington State. Debbie's education includes a Master of Education, Montessori Preschool Degree and several certifications.

“While dismissing the children, it can become a mad dash with arms and legs flying to reach the learning center or activity of their choice. Or, you may see a child with low initiative quietly standing in the middle of the room unable to make a decision. The goal here is to maintain control of the children, help children work with others and to prevent conflict or injury. Here is an idea that has worked for many teachers.

As the children sit in front of you explain what activities are available and how many children will be allowed to work in each area. Choose children one at a time. Look for the child who is sitting nicely with eyes on you. Ask each child in turn where they would like to go first. As each child makes their decision, that child is free to get up and go directly to that center. If a child wants to go to a center that already has its quota of participants they must choose something else first; with the understanding that they can go to their first choice once there is space available.”  
~ Debbie Hasbrook, M. Ed.

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