On the first day of school children may experience multiple
changes such as different classroom arrangements, new teachers,
and unfamiliar routines. Other events such as the birth of a
sibling or divorce also result in numerous changes children
must adjust to.
Transition is a journey
Often when we think about transition we think of these major
events. However, transition is much more than a one-time event.
Instead, it is like a journey that takes time, preparation,
and planning. Adults can help make each child’s journey
into new territory most successful by supporting them before,
during, and after the major change occurs. Parents and teachers
need to work together sharing the unique information they have
about the child and what support he or she may need.
Adults can better provide guidance and support when they understand
the stages associated with adapting to change. These stages
and specific examples of ways to support children as they transition
to new early childhood settings are described below.
Letting go stage
Feelings of sadness and resistance are common as children prepare
to leave a familiar setting or situation. Children need to express
how they feel. Some may act fussy or whiney. Others may loose
control, cry easily, or revert to habits you thought they had
outgrown, such as thumbsucking.
Depending on the age of the child, adults can help children
express themselves by reading stories about children in similar
situations and talking with them about their feelings. Adults
can work with preschoolers and older children to put together
scrapbooks or make other mementos of who or what they want to
remember.
Don’t forget transitions are also a time to celebrate children’s
growth. Let them know how much they have grown by celebrating
with other classmates, reviewing baby pictures, or pointing
out new accomplishments like writing their names.
Uncertainty stage
Transition can cause fears, concerns, and mixed feelings. Often
children are confused about exactly what will happen next.
All young children moving into new early childhood settings
need to visit the setting ahead of time and practice new routines
to anticipate what will be different. It helps to start children
in the program for short periods and gradually move them into
the regular schedule. Letting them bring familiar objects from
home is important, too.
Try to be clear about the things that are changing by answering
any questions children have such as: When will we eat? Where
is the bathroom? How will I get home? Will I see my old friends
again?
Taking hold stage
Children in new situations need guidance about what is expected
and affirmation when they are acting appropriately. Help them
gain confidence by reviewing expectations and pointing out how
they are learning.
Young children and their families need to feel welcome to a
new setting. Children can be assigned a classroom buddy and
their names can be displayed on cubbies or bulletin boards.
Parents can be invited to a family night and involved on a daily
basis as children are dropped off or picked up.
Remember that the more the new setting reflects children’s
background and previous experiences, the more successful children
will be in making the transition and meeting new challenges.
Reproduced
with permission from the National Association for the Education
of Young Children
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