Transitions in early childhood are important.
Some are routines are predictable. They are consistent and generally have familiar timing such as mealtimes and bed times.
Some routines are unpredictable and unavoidable such as sickness.
Predictability and consistency support transitions for a child.
A child is able to anticipate what is happening next and it offers familiarity.
Routines enable a child to feel safe, secure and offers stability and continuity which facilitates a child to gain self-confidence and the capacity to manage transitions.
Transitioning into a new activity or situation is an important element in childhood for a child.
Transitions can help a child make sense of their world, build on previous experiences, understand what is expected and what is happening and assist a child to cope with and negotiate changes.
Transitions provide some predictability, an understanding of what is coming up next and provides consistency and warning of what is happening so that they can process and understand the transition and change.
Transitions enable a child to develop confidence and a sense of security.
A successful transition will alleviate potential issues that may arise from a child feeling that they have not had enough warning of the end of an activity and may help in guiding behaviour.
Strategies for positive transitions
- Having a consistent routine. This enable a child to predict when things will happen. Without a consistent routine it is all ad-hoc in a child’s mind of what to do or expect there is no certainty to how the day or activity will end or play out.
- Provide warnings. A child will respond better to a transition if they have prior warning, ideally in two increments, such as “5 minutes till….” and then “2 minutes till…”. This will enable them to feel that they are able to complete something and that they know what is then expected of them. You need to be clear about what is to happen when the time is up.
- Avoid implying that a transition is something a child can choose if it isn’t. If they have no choice about the ending of that activity word it that way rather than the implication that they have the choice whether to end the activity or not.
- Explain why. By giving a reason then the child has an idea of the basis for you changing the situation. It allows them to feel they have a knowing of what to expect.
- Be aware of when you are doing transitions. Choose your time and your warnings. If you have the luxury of catching the break in your child’s activity to then be able to start another one then it may make for an easier transition than if they had just started something for example.
- Be positive. Having a positive attitude to the transitions will make it seem less attractive to making it a problem for you and the more positive you are the better the transition. You could also point out the positives of doing the transition well, such as if we leave now we will have enough time to stop at the park as well.
- If it is that your child finds transitions challenging then help to lessen this by allowing extra time, assisting in the transition more and even allowing more time for the transition.
- Be sensitive to where children are at and what they’re doing.
- Try to avoid abrupt changes. Allow for time to transition. If you are in a rush a child will pick up on this.
- Praise them when they have done a smooth, happy transition.
- Have a visual aids and prompts as part of the schedule. Some children are more visual in learning.
- Be alert of the transitions and try to make them fun. The less chore- like generally means you are more to get a positive response.
- Be clear in what you expect and what is on offer. If they know what they are expected to do and what is possible then there will be no confusion. For example, if you need them to take or do something specific then be clear about that. If they can only take one toy then inform them of that, etc.
- Be attentive that your child may be disappointed that they have to finish an activity, especially if they were enjoying it. This is natural. Be empathetic to them as that will validate their feelings and further teach them it is OK to express their feelings rather than throw a tantrum. They may throw a tantrum and in this case be careful not to give them more time in the activity as this will inadvertently reward that behaviour. Instead help them and keep talking to them positively and calmly about what they are going to do, how much fun it will be, etc.
- Develop a transition song, activity or object. A transition object is particularly useful when transitioning from a place to another such as home to day care, etc. A song or activity such as skipping makes the transition fun but also provides consistency for the child.
- Stay clam.
- Maintain consistency.