Young Children - May 2008 - (Page 25) Conclusion Some children find it difficult to cope with transitions, and this can lead to challenging behavior. When several children have difficulty with transitions, there may be issues with the way the program plans or implements transitions. In such cases, teachers can evaluate the schedule in terms of the number and length of transitions and what children are expected to do during transitions. This information can be used to modify transitions in order to better support children, likely leading to fewer challenging behaviors. If the an individual child continues to have ongoing challenging behavior, it may be necessary to develop an individualized plan for that child. When teachers have evaluated transitions, put strategies in place to help children transition more easily, and implemented individualized plans for those who need them, transitions can be fun and successful times for children and teachers alike. Later this month join authors Mary Louise Hemmeter and Michaelene Ostrosky for a special distance learning opportunity based on this article. Send your questions related to routines, transitions, and positive guidance to jill. giacomini@cudenver.edu. The authors will respond to them as a part of their presentation. Look for details at http://journal.naeyc.org/btj/200805. Research. Application. Validation. No single step in the High/Scope process stands on its own—and our process never ends. Our rigorous, ongoing qualification of our own materials ensures that High/Scope offers the most effective, substantive early childhood classroom products available today. facts on paper don’t float in the real world. High/Scope products have had tens of thousands of real-life classroom hours to demonstrate the validity and effectiveness of our research findings and product design. References Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev ed. Washington, DC: NAEYC. Lentini, R., B.J. Vaughn, & L. Fox. 2004. Routine-based support guide for young children with challenging behavior. Tampa, FL: University of South Florida, Early Intervention Positive Behavior Support. Ostrosky, M.M., E.Y. Jung, & M.L. Hemmeter. 2002. Helping children make transitions between activities. www.vanderbilt.edu/ csefel/briefs/wwb4.pdf Sandall, S.R., M.L. Hemmeter, B.J. Smith, & M.E. McLean. 2005. DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West. Sandall, S.R., & I.S. Schwartz. 2002. Building blocks for teaching preschoolers with special needs. Baltimore: Brookes. Shonkoff, J.P., & D.A. Phillips, eds. 2000. From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press. U.S. Department of Education, National Center for Education Statistics. 2007. The condition of education 2007 (NCES 2007–064). http://nces.ed.gov/pubsearch/pubsinfo. asp?pubid=2007064 Research is the rock on Application. Sometimes, Validation. What works, which we build everything we do. High/Scope leads education with over four decades of groundbreaking early childhood research; research that is benchmarked by practically everyone else in the industry. stays. What doesn’t work, we cut out. Unlike our competitors we don’t just base our products on research—we validate them with research as well. And when we discover there is something we can do better, we do it. ROCK PAPER S C I S SORS Copyright © 2008 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.journal.naeyc.org/about/permissions.asp. www.highscope.org Young Children • May 2008 25 http://www.journal.naeyc.org/btj/200805 http://www.highscope.org http://www.highscope.org http://www.vanderbilt.edu/csefel/briefs/wwb4.pdf http://www.vanderbilt.edu/csefel/briefs/wwb4.pdf http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007064 http://www.highscope.org http://www.journal.naeyc.org/about/permissions.asp
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