Elicited Transitioning Strategies Help Toddlers Throughout the Day
When you look at a typical toddler schedule, it might go like this: Drop-off, breakfast, free-play, potty, snack, circle time, outside, potty, lunch, nap, potty, free-play, pick-up. It may seem like a full day but consider this: between each activity the children must transition. Transitioning can be a 5 or sometimes 10 minute process with toddlers and can be a struggle for both children and teachers.
Why is transitioning with toddlers so hard?
Toddlers are very busy little people! They are filled with so much energy and curiosity that it’s hard to keep them focused on the next task. They are also very egocentric. They think only about what they want and how to get it. An interruption to the fun time they are having isn’t always welcome. Also, at this age, they are fighting for independence. They think they know the right way to do something and who are you to say otherwise? Moving from one activity to the next with a group of these free-thinkers can sometimes feel like herding cats!
It’s important to note that anyone can be a dictator and forcibly move the child into the bathroom to potty or remove the toy from their hand without a word and lead them outside. That may get them to the next activity but is it teaching them anything? No. We want to give children the opportunity to practice good habits for themselves so they can be confident and independent.
Here are some of best practices for transitioning effectively throughout a typical day in a toddler classroom.
Morning- Transition from Parents
Children experience separation anxiety on different levels. Some have no problem letting their parent go. For others, it can be a daily struggle. I use two main strategies: distraction and cuddling.
Distraction allows you to refocus the child so that the parents can sneak out. Invite the child to breakfast, pointing out the foods they will like best. Also, if something is new in the environment, they might be persuaded to check it out. You might need to seek out a favorite comfort toy. For two-year-old Brooklyn, this was a football. She would stop crying after mom left when she was handed the class football. After playing with or just holding it for a few minutes, she could be directed to the breakfast table and continue with the daily schedule.
If a child is too upset for toys, perhaps calming down on your lap might help the drop off. I like to use this time to bond one-on-one with the child. I try to get them to talk about their night, if they slept well, etc. A story could also be helpful for relaxing the child.
With both of these strategies, I find it best if parents don’t linger. They may feel like they should settle their child down before leaving. The child might talk them into several “last hugs.” Often this is only delaying the transition into the classroom. Taking the child directly from the parent lets them know it’s okay for them to leave because you are going to help the child get adjusted.
Cleaning Up Before Mealtimes
A typical program will have three for four meals during a full day: breakfast, lunch, and one or two snacks. Before getting children to the table, they must stop playing, clean up, and then wash their hands. These tasks go smoothly when children are used to the routine.
1. Make children aware of the coming transition. Mealtimes are predictable times of the day so it is easy to give them notice that play will soon end. Toddlers don’t know much about time but saying, “Our snack will be here soon, so we need to clean up in a few minutes,” gives them an idea what’s next.
2. Assist with cleaning. Toddlers have very short attention spans. Expecting them to clean up the room on their own won’t produce the results you are looking for. Assign one chore to each child. “Kelly take the food to the kitchen, Aaron, put the puzzle together, Marcos park the trucks.” When choosing the tasks for them, make sure it’s appropriate. If Aaron doesn’t know how to put the puzzle together and Marcos doesn’t know what the word “park” means, you are not being effective. You may have to do most of the cleaning while your partner sets up the meal. Putting the children to work will help them know what’s expected of them during this part of the transition.
3. Help with handwashing. While some toddlers can wash their hands by themselves, most cannot. I always call the first couple of children who are done with their cleaning task to wash their hands first. Doing this keeps the queue shorter with less time waiting around.
Potty-time Transitions
Toileting time can be done as an event by itself or during a non-structured activity. Depending on the mood of the class, my co-teacher will tackle it different ways. If they children are playing well together, one of us will change diapers on the changing table and the other will assist with potty-training children. Children not pottying or being changed will engage in free-play with us monitoring for conflicts. This is the preferred way because it’s much faster when both of us are working together. If the mood is more chaotic, one teacher should be keeping the children engaged while the other changes diapers.
Not all children appreciate potty time and may be resistant. It’s a matter that they don’t have a choice in but you can show respect to them by giving them other choices. Say, “It’s potty time, would you like to go first or let so-and-so have a turn?” Or, “Would you like to walk or hop like a bunny to the bathroom?” Preferred places to play or toys could also be an issue. They don’t want their spots or toys taken. I say, “You can come right back to play. Can I keep your toys on the counter so no one gets them?” Usually this does the trick and they will make their way to the bathroom. You have to return their toys after and make space for them where they were playing so you will have their trust again next time!
Transitioning Between Activities
Some transitions require a period of waiting. For example: The class may be ready to go outside. Everyone is ready except for one child who is trying to zip his coat. Or, lunch requires extra prep from the serving teacher. During special events the class might wait for a speaker to come into the room. In all these instances, the children should not be made to sit quietly. Keep their attention with songs and fingerplays. Get out a small activity that is easily cleaned up. Read a story. It is not developmentally appropriate to expect children to wait more than a couple minutes without something to do.
When travelling to the next activity, inform children of what you expect from them. If going to outside, be specific about which area you are going to so the children don’t try to go in a different direction once outside the door. You can hold hands in a line or with buddies. What works best with my class is the march song. My co-teacher or I will say, “How are we going to get to the bikes?” Usually I hear a couple of children start singing: “March. March. March, march, march. (Repeat.)” Then we march our feet there. Marching also helps control the pace to minimize running.
End of the Day Transitions
At the end of the day you may have a couple of children left who are ready to go home. They may be starting to get hungry for dinner or tired. Some children will get upset from seeing mommies and daddies picking up their friends but theirs hasn’t come yet. I like to use this time to put solicit some “good helpers.” Good helpers get to help wash the tables and windows and sanitize the toys. This is beneficial for me and also keeps them busy. When parents arrive, the children sometimes feel pride for helping and share that with them. My classroom also has special end of the day toys that we get out after the room has been cleaned. Having unique activities at the end of the day will help children remain occupied and calm before transitioning home.
Challenges or Obstacles:
- When starting to use more effective transitions in a toddler classroom, a teacher might face some challenges. The most common issue might be that they don’t work right away. You may start singing a transition song but no one reacts. Or, a child may still cry in your lap upon drop off. Keep using your strategies daily and it will get better. Children thrive on consistency so wear these new strategies in until they are predictable.
- You may also find that some children are consistently difficult to transition more than others. They may have poor control over their impulses to do what they want to do at that time. This child might not listen to what you are saying and acts out from the group. You may have to use more individualized methods for working with that child. Trial and error along with some practice may help get this child to transition smoothly.
Benefits and Successes:
- Proof that these transitions work comes examples in my classroom. Two-year-old Adam was fine to be dropped off for months but then all of a sudden started crying when his parents tried to leave. I started directing him to the sensory table each morning. Sometimes it would take some additional coaxing from dad but once he was there, he forgot all about being dropped off. Before his arrival I might add a car or dinosaur to the area to make it more interesting. Eventually he would go straight to it without crying so his morning transition was smooth again.
- Twice a week we are able to go to the gross-motor area in the center of the building called the “square.” We must finish our snacks, the children who are toilet training must go potty, and we also make sure the room is picked up before everyone can go. One teacher will usually help the toileting children potty and then the other will enlist helpers to clean up the room. After this is done, we gather all the children onto the carpet by the door. While we are sitting we are able to sing songs, talk about square time, and put on shoes. This sitting period is the key part of the transition because it allows the children to be prepared for the next activity. If we were to continue free play up until we were ready to go out the door, there may be additional problems. Some children may have shoes off, others may not want to stop their activities and go. By preparing the children, we are keeping them on schedule to make the most of their gross-motor time.
- The biggest benefit to incorporating intentional transition practices into a toddler’s daily routine is that the day will flow better. Potential conflicts that can arise from switching activities are minimized. The toddlers in your class will be able to anticipate what is coming next with less time waiting around. When there is less opposition to the changing schedule, more time can be focused on the planned activities. It’s always the goal for reduce problems and maximize learning. Effective transitions can help accomplish that.
Submitted by: Jessica Phalen, Huffer Memorial Children’s Center