Young Children - May 2008 - (Page 20) Original Schedule 8:15–8:25 Arrival/hand washing 8:15–8:45 Free play 8:45–9:15 Calendar, weather, and lesson 9:15–10:00 Centers/small groups—Children rotate every 15 minutes between three small group activities or play in a designated center. 10:00–10:15 Hand washing/snack 10:15–10:30 Music 10:30–10:40 Book time—Everyone is dismissed from circle at the same time to put on coats. 10:40–11:00 Outdoor time 11:00 Dismissal—Children wait for families or bus to pick them up. Revised Schedule 8:15–8:45 Arrival/hand washing/table toys—Children have a choice of table activities, such as playdough, cutting scraps, or manipulatives, allowing easy entry after finishing arrival routine. 8:45–9:00 Large group—A few routine activities, plus review of the day’s schedule and center time plans. 9:00–10:20 Center time/hand washing/snack —Teachers support play and teach skills in small groups or with individual children. — Snack is a center choice, allowing varied lengths of time to eat. 10:20–10:40 Book time and music — Children finish cleaning up, then choose a book to read. — A few children at a time are dismissed to get coats while the other children continue singing. 10:40–11:00 Outdoor time 11:00 Dismissal—Class sings good-bye song and plays waiting games until arrival of families or bus. cause challenging behavior. To better understand potential triggers for challenging behavior, classroom staff can observe and take notes for several days on when each transition starts and stops, what adults and children are actually doing during transitions, and the number and types of challenging behaviors that occur. The team can then look critically at the information and design a transition plan that includes (1) assigned roles and responsibilities before transitions (for example, designating one teacher to prepare the materials for center time); (2) strategic placement of adults during transitions (for example, having one teacher stand at the door to engage children in an activity as they line up); and (3) identification of children who need individual supports, such as an individualized reminder before the transition or the use of a visual schedule. time, spend little time in transitions, or seldom spend time waiting with nothing to do decrease the likelihood of challenging behavior. The schedule above was modified to limit the number of transitions. The revised schedule has several advantages, including (a) fewer times when all children have to transition at the same time; (b) less time in large groups and more time in child-directed activities; (c) longer center time so adults have more time to work with small groups or individual children; and (d) inclusion of snack as a part of center time so children can eat when they are hungry. Implementing the revised schedule increases the likelihood that children will be engaged and decreases the likelihood that challenging behavior will occur. The following questions and strategies can guide teachers in planning and implementing more successful transitions (Ostrosky, Jung, & Hemmeter 2002). What is happening during transitions? Many classrooms post a schedule that includes times and activities, but what really happens day to day in the classroom may be very different. Because transition times can be busy, it is easy for teachers to miss events or interactions that can Designing a schedule that minimizes transitions and maximizes the time children spend engaged in developmentally appropriate activities is the first step in decreasing challenging behavior. Can any transitions be eliminated? Teachers can plan ways to minimize daily transitions, especially those that require all children to move at the same time. By reviewing the schedule, teachers can omit unnecessary transitions. For example, teachers might schedule longer center times during which they can focus on goals with small groups of children. This change gives children more time to be engaged with materials and the teacher more time to work with individual children as well as more flexibility to bring small groups together based on their interests or needs. It is important to note that a longer center time can also lead to challenging behavior if the teacher does not plan engaging activities, support children’s engagement in those activities, individualize that support, and ensure that activities are individualized to reflect a range of difficulty and interests. Young Children • May 2008 20
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