Transitions help move children from one activity to another

• Be prepared for the transition. Behavior issues are more likely to occur when children are waiting for the adult to transition the group. When transitions are slow and not clear, children are unsure what they should be doing at the time, resulting in restless children who might choose to do something they shouldn't. 

• It is important to have everyone’s attention and to transition quickly. Using attention getters will give the children a cue to direct their full attention to the adult. Do not continue with instruction until the group is quiet and ready to listen.

• Children respond well to transitions when they know what to expect. Let children know the activity is coming to an end; start with a 10 minute warning; 5 minute; 4,3,2,1. 

• Ways to gain the children’s attention for transitions

  • • Verbal cue- 1,2,3 eyes on me; 1,2 eyes on you; repeat after me

    • Audio tool- bell, music, clapping pattern

    • Visual cue- flick light switch on and off

Physical Transitions 

When moving between areas on campus, keep the following in mind.

• Walk in hallways

• Inside voices- Respect that teachers are still working or in meetings on campus

• No bouncing balls in hallways or against walls