Recruitment Presentation

Running head: TRANSITIONS AND DISRUPTIONS 1

TRANSITIONS AND DISRUPTIONS 2

Transitions and Disruptions

In early childhood, children’s brain is very delicate. It tends to focus heavily on the task or activity at hand. It can be very disturbing and unhealthy to juggle a child’s mind from one topic to another unsystematically. Such practices may lead to unhealthy development of the brain or even make it too difficult for the children to internalize concepts leading to overall poor performance in class. Therefore, it is very important to employ tricks and skills that ensure smooth transitions from one topic to another in class. Here are some of the tips that one can apply to prevent the frustrations caused by rough topic transitions.

Following a common schedule or timetable is one of the measures to put in place to ensure smooth transitions. After following a timetable for a period, the children become used to the change in activities and hence the transition does not land as a surprise on them. In addition to that, one may include a song, which will help the children remember what activity to expect after the song, (Bredekamp, 2011). Songs are considered the most effective means of preparing children for different activities, (Gonzalez-Mena, 2019). For example, one may have the children sing a song that includes numbers and counting if the next activity involves counting. At the same time, you can have the children sing a religious song hen the next activity is religious. When the children sing these songs, their brain prepares for the next activity thus it does not come to them as a surprise, (McCarthy& Houston, 1980).

Another activity that can be used to prepare children for activity transition is the cleanup activity. Cleaning up the room together with the children is also a very helpful activity in preparing the children’s brain for a subject change, (Gonzalez-Mena, 2019). Cleanup songs may accompany the cleanup activity. The effect of this activity can be intensified by recognizing, congratulating, and appreciating the children who are the best in the cleaning activity. Since this activity is physical, it allows the children to drop formalities and release the tension that might have accumulated during the lesson, (Bredekamp, 2011). 

It is very common for the children to lose their attention and get carried away by a previous activity in a transition. It may be quite difficult to regain their attention. However, a common mistake made by most teachers is yelling at the children, raising their voice to override the children's noise, issuing threats and many more. However, these measures do not capture the children’s attention but instead instill fear and make the lessons more boring, (Bredekamp, 2011). On the contrary, the teacher should employ friendly means such as using attention seeker objects. The objects might include colorful toys and charts. Using children’s specific names instead of generally shouting at them might also capture their attention. It is also advisable to stop any tasks at hand, go over to where the child is rather than shout their name across the room. Other tricks to employ is being involved in the activities rather than issue instructions, be welcoming, be concise, appreciate and recognize the attentive ones and understand the temperamental ones.

The above methods and measures do not work out for every child. Some of them might be overwhelmed by the events while others experience a total meltdown. Challenges during the transition may be brought by health problems such as ADHD (Attention-deficit/hyperactivity disorder), Autism, anxiety, etc. In the child’s thoughts, it is very unfair to ask them to leave the playing ground and go back to class. Some of them may end up throwing a tantrum out of frustration. Challenges in transition can also manifest in behaviors such as resistance, negotiation, avoidance or distraction, (Morrison et al., 2018). Some of them have learned tricks to delay or fully avoid the transitions. The above measures are meant to help all the children facing the transition challenges

References

Bredekamp, S. (2011). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Merrill.

Gonzalez-Mena, J. (2019). FOUNDATIONS OF EARLY CHILDHOOD EDUCATION: Teaching children in a diverse society. Place of publication not identified: MCGRAW-HILL EDUCATION.

McCarthy, M. A., & Houston, J. P. (1980). Fundamentals of early childhood education. Cambridge, MA: Winthrop.

Morrison, G. S., Woika, M. J., & Breffni, L. (2018). Fundamentals of early childhood education. Hoboken: Pearson.