This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.

1. SUPPORTING POSITIVE BEHAVIORS
DURING CLASSROOM TRANSITIONS
JANUARY 2012 V. 2

2. FRAMEWORK FOR EFFECTIVE PRACTICE
SUPPORTING SCHOOL READINESS FOR ALL CHILDREN
FOCUS ON
FOUNDATION

3. OBJECTIVES
• To discuss the importance of
smooth transitions.
• To outline effective strategies for
smooth transitions.

4. TRANSITIONS BETWEEN ACTIVITIES
Transition refers to a change:
• Between activities within a given setting.
• Between multiple settings on the same day.
• Between programs.

5. WHY IS IT IMPORTANT TO ADDRESS
TRANSITIONS BETWEEN ACTIVITIES?
• Transitions take up a lot of time in preschool classrooms.
• Children often spend a lot of time waiting with nothing to
do during transitions.
• Transitions can be stressful and frustrating.
• Having children participate in routines such as cleaning
up may reduce transition times.
• When children are taught what they "should be doing,"
we are less likely to see challenging behavior.
• Many preschool teachers consider children's ability to
independently transition a critical skill both during
preschool and as they transition to kindergarten.

6. STRATEGIES THAT SUPPORT SMOOTH
TRANSITIONS BETWEEN ACTIVITIES
Before the transition:
• Plan your schedule to minimize the number of
transitions that occur in a day.
– Minimize the number of transitions in which all children have to do the same thing
at the same time.
• Plan for what children and adults will do during
these times.
• Provide verbal and nonverbal cues before
transitions.
– Use a consistent cue that signals a change (e.g., bell, drum, song).
– Show children pictures of where they will go next (e.g., transition cue cards).
• Teach children the expectations for the routine.

7. STRATEGIES THAT SUPPORT SMOOTH
TRANSITIONS BETWEEN ACTIVITIES
During the transition:
• Sing songs, play word or guessing
games, recite rhymes or do finger plays with
children.
• Plan a good balance of active and quiet play.
• Allow children adequate time to finish
activities.
• Plan something for those children who finish an
activity quickly so they are not waiting without
something to do.

8. STRATEGIES THAT SUPPORT SMOOTH
TRANSITIONS BETWEEN ACTIVITIES
After the transition:
• Provide positive attention or feedback
to children following smooth transitions.
• Give specific positive feedback after
transitions.

9. PROMOTE INDEPENDENCE
DURING TRANSITIONS
• Allow children to move individually
from one area to another area when
they complete an activity.
• Teach children to help one another.
• Help children self-monitor during
transitions.

10. SMOOTH TRANSITIONS:
ENVIRONMENTAL SUPPORT

11. SMOOTH TRANSITIONS:
MATERIALS ADAPTATIONS

12. SMOOTH TRANSITIONS:
ENVIRONMENTAL SUPPORT

13. SMOOTH TRANSITIONS:
VISUAL SUPPORTS

14. REVIEW
1. Smooth transitions can reduce stress and
frustration for children and teachers.
2. Transitions should be planned including what
occurs before, during and after transitions.
3. Teachers should promote independence
in transitions between activities.
4. Transition procedures should be
individualized as needed.

15. For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764
This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.