Helping Children with Transitions

Imagine yourself engaged in doing something you really enjoy....reading, painting, exercising, watching your favorite show or a really good movie. The phone rings and it's a call that requires you to stop what you are doing and focus on something less engaging....

Transitions happen to everyone, everyday. For children who have yet to develop higher levels of self-regulation as well as communication skills, daily transitions can be particularly troublesome.

Transitions are simply changes.

• Transitions can be a change from one activity to another in the same setting. 
• Transitions can be a change from one setting to another. 
• Transitions can also be on a larger scale such as a life transition, changing child care, starting Kindergarten, moving or changes in family dynamics.

How transitions effect children will vary based upon their temperament as well as their developmental age. Children may also transition well at some times and depending on variable moods and levels of change in their lives, may have more difficulty at other times.

It is normal for young children to have trouble with transitions. Concepts of time are not fully developed in young children as well as levels of self-regulation needed to see the larger picture of why they need to make the change and they often aren't able to express their feelings or perspective clearly so it just looks like a protest. Parents and caregivers must realize navigating transitions is a learning process for children and will improve with time and development.



What you can do now to help with transitions

Before

• Look ahead at the schedule and reduce any unnecessary transitions. 
• Incorporate enough time in the schedule for children to fully engage in their preferred activities. 
• Create daily routines and keep as many as you can to help reduce the stress, frustration and anxiety associated with the unexpected.
• Consider creating a picture schedule of the day to help increase predictability.  
• Build time in your schedule in anticipation of the extra time it may take to work through transitions.
• Give a warning when a transition is approaching. Use simple language along with visual signals such as pictures, signs or gestures. Timers or minute warnings won't be effective for children who don't have a concept of time. 

During

• Break into small steps giving only one direction at a time.
• Show them how to transition by offering them an interesting way to make the change. (When putting away cars, have them speed up a ramp with sound effects or race each other into the box they are stored in.)
• Offer limited choices in order to give them safe power and help them deal with their sense of loss.
• Give them a job related to the next step, offering them a way to transition while providing safe power.
• Give a transition object with a role in the new activity. (Bring along their favorite stuffed animal to help with the shopping list.)
• Teach them the expectations for routine transitions. 
• Listen to their protests. Honoring their feelings will give you insight to why they are having trouble as well as help strengthen your connection with your child. 

After

• Immediately acknowledge and praise your child specifically for what they did well during the transition.
• Review the situation in your mind and think about what techniques might work better next time.