Using Daily Transition Strategies to Support All Children

Autor/inn/en	Thelen, Peggy; Klifman, Tammy
Titel	Using Daily Transition Strategies to Support All Children
Quelle	In: Young Children, 66 (2011) 4, S.92-98 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Children; Early Childhood Education; Student Adjustment; Student Behavior; Behavior Problems; Classroom Environment; Classroom Communication; Self Control; Special Needs Students; Prompting; Visual Stimuli; Augmentative and Alternative Communication; Behavior Modification; Auditory Stimuli; Cues + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Klassengespräch; Selbstbeherrschung; Sonderpädagogischer Förderbedarf; Benutzerführung; Behaviour modification; Verhaltensänderung; Auditive Stimulation; Stichwort
Abstract	Transitions in early childhood classrooms are changes from one activity to another or from one place to another. Well-planned transitions can be positive learning experiences for children. During transitions children can sing songs, follow a leader by copying his or her physical motions, practice counting, or even recite a favorite poem or nursery rhyme. For some children, transitions can be challenging. To help children transition, alternative communication systems, such as those that use signs, symbols, or gestures, can reduce the frequency of negative behaviors like tantrums, biting, and hitting. These systems also can increase the time children spend engaged with materials and doing activities and improve social interactions with peers and adults. This article offers several transition strategies that support positive behavior and learning for all children, including children with a variety of special needs. The scope and length of use of each strategy will vary from child to child and can be adjusted or eliminated as needed. While the focus in this article is on early childhood classroom use, many of these strategies could be adapted for use in other settings, such as family child care homes. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10