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Study Group #5 Transitions Count.  4 Remain in me, as I also remain in you. No branch can bear fruit by itself; it must remain in the vine. Neither can.

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Presentation on theme: "Study Group #5 Transitions Count.  4 Remain in me, as I also remain in you. No branch can bear fruit by itself; it must remain in the vine. Neither can."— Presentation transcript:

1 Study Group #5 Transitions Count

2  4 Remain in me, as I also remain in you. No branch can bear fruit by itself; it must remain in the vine. Neither can you bear fruit unless you remain in me.  5 “I am the vine; you are the branches. If you remain in me and I in you, you will bear much fruit; apart from me you can do nothing. John 15

3  Michelle is a 3-year-old girl. She enjoys playing in the kitchen center and interacting with friends. When the teacher announces that it is time to clean up and sit on the carpet for group time, Michelle gets very upset. She throws toys and pushes other children. When the teacher comes near her, Michelle starts screaming and saying that she is not finished playing. Senario

4  Children often spend a lot of time waiting  Transitions can be stressful and frustrating  Make use of teachable moments  When children are taught what they “should be doing,” we are less likely to see problem behaviors  How well your day flows in your preschool classroom can depend on how well you handle your transitions Why Transition?

5  Plan your transition schedule  Consider what the children and adults will do  Provide verbal and nonverbal cues (warnings) before transitions  Teach children the expectations Before the Transition

6  Sing songs, play word or guessing games, recite rhymes, or do finger plays with children  Plan a gradual increase or decrease in the level of activity and a good balance of active and quiet play  Allow children adequate time to finish activities  Finish an activity quickly so they are not waiting without something to do During transition

7  Provide positive attention and specific feedback to children and practice if necessary After Transition

8  Choo, Choo its time to board the clean up train Chugga, Chugga, Choo, Choo (Have children form a line behind you and you go around and clean up the classroom together. )  Clean up Inspector Clean Up

9  “It’s Time” song or signal  Color hats/music box/Timer/stop light  Begin with “My Favorite Story”  Puppet “The little mouse is waiting for a kiss” Moving to Circle or Activity

10 A little mouse  (hold up right index finger and wiggle)  Lived quietly in his hole.  A little mouse  (make a hole with left hand and stick the right finger in it)  lived quietly in his hole.  When all was as quiet,  As quiet as could be-Sh! Sh! Sh!  Out popped he!  (pull out right finger and wiggle) Bubbles Getting Quiet For Circle

11  Pretend to be animals on the farm, zoo, or whatever you are learning about trains, etc. to tune of “Wheels on the Bus”  Give them choice  Hands by your side-clyde, pocket-rocket, back-jack  Practice motor skills  Hopping, skipping, tip toeing Going From Here to There

12  Language Skills  Silent name recognition  Letter of the week name change  Number skills  Five little monkeys Jumping on the bed  Shape, number, color cards  Social Skills Lining Up

13  What are two strategies you use to support transitions between activities in your classroom?  What are the three most pressing issues you face as an early childhood professional? Study Group Homework

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