Supporting Each And Every Child

During Transitions

Elena P. Soukakou
School of Education
University of Roehampton, UK

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Share strategies & resources.

This Webinar Will…

Discuss the importance of supporting transitions between activities & routines.

4/24/2020

What Kind of Transitions?

• Transitions between activities & routines.
• Within a classroom or home environment.
• To and back from therapy.
• From classroom to home-based online learning.

Why Chat About Transitions?

• Transitions make up a big part of a child’s day.
• Transitions can be stressful & frustrating for children.
• Transitions can be stressful & frustrating for the whole family.
• Stressful, negative experiences influence children’s development and learning.
• Transitions can be learning opportunities with important benefits for the child and the whole family.

UN Policy Brief On COVID 19
“The worldwide closure of schools has no historical precedent. 188 countries have imposed countrywide closures, affecting more than 1.5 billion children and youth.” p. 7
“Children with disabilities are among those most dependent on face-to-face services—including health, education and protection—which have been suspended as part of social distancing and lockdown measures. They are least likely to benefit from distance learning solutions.” p. 12

4/24/2020

How Can We Support Smooth Transitions?

Proactive Strategies: Before Transitions

• Create a consistent and predictable daily schedule.
• Eliminate unnecessary transitions.
• Set clear expectations, developmentally appropriate & consistent.
• Create new rituals!
• Offer frequent reminders.
• Use visual supports.

Responsive Strategies

• Listen to & acknowledge children’s feelings.
• Individualize support for each and every child (e.g. look at a visual schedule; use a transition toy; use verbal, non-verbal prompting; first-then visual).
• Observe, and adjust.
• Find a quiet time to reflect back on child’s experience.

Returning back to the classroom….

WHAT MIGHT BE DIFFERENT ?

• Teachers, caregivers, therapists
• Different environment, pace, and activities
• Separating from new attachments
• Changes can be challenging for many children… BUT, if we see them as learning opportunities, WE CAN:
  • Support children’s ability to regulate their emotions.
  • Encourage problem-solving.
  • Nurture their confidence to take on challenges.
  • Support children’s ability to regulate their.

Remember!

• Encourage problem-solving.
• Build resilience.

Inclusive Classroom Profile (ICP)

• Includes strategies for supporting transitions within an early childhood classroom.
• Includes 12 areas of inclusive practice.
• Is a classroom quality assessment tool.
• Is used by teachers, program administrators, therapists, early intervention specialists, and professional development providers to support high quality inclusion.

Resources

• How to Use Visual Schedules to Help Your Child Understand: Visual Schedules
• Managing the Classroom: Classroom Transitions: Classroom Transitions
• Provide Transition Warnings infographic: Transition Warnings
• Transition Resources on the Early Childhood Learning and Knowledge Center:
  • Change Doesn’t Have to Be Hard: Daily Classroom Transitions That Support Children: Daily Classroom Transitions
  • Daily Separations and Reunions: Daily Separations and Reunions
  • Moving Right Along: Planning Transitions to Prevent Challenging Behavior: Planning Transitions
  • Supporting Dual Language Learners with Classroom Schedules and Transitions: Dual Language Learners

Thank you..

“I am grateful to Camille Catlett, Frank Porter Graham, Child Development Institute, University of North Carolina who contributed to many of the resources shared in this webinar, and all the teachers who allowed me to share photos of the resources they use in their classrooms.”
Elena P. Soukakou

References

• Taket, A.R, Nolan A. & Stagnitti K. (2014). Family strategies to support and develop resilience in early childhood, Early Years, 34 (3), 289-300. DOI
• Sandall, S.R., & Schwartz, I.S., Joseph G.E., & Gauvreau, A. (2019). Building Blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes.