HEAD START®

Effective Transition Practices: Facilitating Continuity

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3 | Continuing Professional Development | Informational Resources Section

hands-on activities

Infants and toddlers cannot anticipate the future. They begin to learn about the sequence of events when verbal cues are paired with actions. Saying we are going to visit the Early Head Start Center today will not prepare the child for the new setting. However, if a toddler hears this statement with each visit, he will begin to understand. Infants tune into the tone of voice and the body language of those talking about the transition. Parents who feel good about the new setting can convey this as they hand the infant over to the caregiver and say, Judy will take care of you today, and I will be back later.

Test Out New Behaviors

Infants and toddlers will gradually begin to trust a new caregiver and feel secure exploring the environment. By providing many opportunities to get to know the caregiver and the setting, these young children gradually are stimulated to try new things. As infants and toddlers sense that caregivers and their parents are comfortable with each other, they become more comfortable themselves. Parents can be invited to visit the setting frequently before the transition. Receiving staff visit the child in her current setting and in her home. In a transition between classrooms, sending staff and the child visit the receiving classroom frequently. A special services provider can also accompany the child to the new setting. Toys from the new setting can be introduced to the child at home or in a current setting.

Bringing toys and special blankets, audio cassettes, and baby equipment from home provides a physical connection to the home. Having photographs of the family in the caregiving setting and allowing the child to take something from the caregiver home provides a connection for the child. Special family-child activities help smooth transitions into the program. A system of regular communication is essential as children transition into a program. It is important to maintain these connections all year.

Infants and toddlers in mixed age groups enjoy playing next to older children. The older children often are engaged in activities that are not appropriate for infants and toddlers. Child care providers can use a number of techniques to include infants and toddlers in the group. Similar types of age-appropriate materials can be provided for all children at the same time. For example, toddlers can be given playdough while preschoolers and primary school children engage in more complex art activities. Infants can play with soft blocks on the floor while older children use legos on the table. All children can engage in group activities such as taking a walk or hearing a story.

Practice Cues, Routines, Activities

Gradually introduce preschoolers to cues, routines, and activities that will be part of the new setting. New songs, fingerplays, ways to label objects, and procedures for using the bathroom can be introduced before preschoolers move to the new setting. Make sure that you introduce these routines in a developmentally appropriate way. For example, if lining up is part of the next classroom routine, keep in mind that preschoolers have a limited ability to be still and follow directions. Instead of asking all children to line up and wait for their turn at the water fountain, call a limited number of children at a time to line up for their turn. Another strategy is to take a rope with you on an outdoor walk and have the children hold onto it, one behind the other. Make it a challenge to stay together for a short distance. To prepare children for cafeteria style meals, practice using trays to carry toys from one classroom center to another or to clean up the playroom at home.

Tell children about the activities and routines that will continue in the next setting. For example, when children are enthusiastic about singing, tell them that they will sing with their teacher next year, too. A child who is very attached to the cook will be glad to hear that she is also the cook for the three-year-old class and the four-year-old class. Photographs of a child at different stages can help begin a discussion of how the child has been able to learn and do new things as she has been growing and how she has had successful transitions in the past. Kindergartners can visit the preschool to share a photo journal of the things they did in kindergarten. Take pictures of the school buses, the learning centers, and the children when your class visits the new setting. Bring out the pictures and ask questions like: What do you remember about the visit? Does anyone have a big brother or sister that rides the school bus? Did you see some things that looked the same? What looked different? Books can be used to help children think and talk about their feelings. After reading a story about a child in transition you can ask the children what the story character was feeling and if they have ever felt that way.

Provide props so preschoolers can imagine the new setting by playing kindergarten, pretending to ride the school bus, or pretending to leave their baby sister at home while they go to preschool. Invite older children from the new setting to join in the dramatic play. While they play they can provide information. Suggesting experiences, such as meeting a new friend or playing with a sibling during recess, can provide direction. Monitoring play can help parents and caregivers understand the child's feelings. Puppets can be introduced as the teacher, principal, janitor, cook, and bus driver, and the child can practice interactions with new staff. Children with special needs will especially benefit from practicing the self-help skills needed in the new setting. Cooks can schedule a cafeteria tray day and secretaries can help children learn their phone numbers by practicing calling home in the office. Provide opportunities for children to make new friends by scheduling multiclass activities, inviting playmates home after school, and partnering children with new classmates.

Find out all you can about a child's previous experiences. Who have been the important people in this child's life? What was the child's favorite activity in the previous setting? What does she like to do at home? What language do they speak at home and what are the cultural values of his family? To get this information, schedule a transition planning meeting before the child enters your program. Ask both the sending caregiver and the family to attend the meeting and tell you about the child. Gain permission from the family to obtain records from the sender and to communicate with them after the transition. Ask them to help you brainstorm ways to help the child adjust to your setting. After the child transfers, refer back to the child's records, and talk with the sender and parents. What else might help ? Is there anything new happening at home that the child might want caregivers to know about? Encourage parents to volunteer, attend social get-togethers, and communicate regularly. Ask children to share pictures of family and caregivers and portfolios of work from old settings. Help the child send a picture or card to his old setting.

Show Children that They Belong

Preschoolers and kindergartners can learn to find their names in a setting. The more places that they see and hear their names, the more they feel like part of the setting. Sing songs and play games that use children's names. Make name tags, bulletin boards, cubbies, and daily helper charts. Make it easy for a child to reach toys, put things in his cubby, and find his place at the table. Pictures of toys and materials with their names help children know where to find them. When all staff greet children as they enter and take the time to say goodbye, children feel accepted and important. Asking children already in the setting to help you welcome a newcomer or act as a buddy helps them to recognize the child and invite her to play. The new child will also want to know the other children's and staff members' names. Use names frequently so that they become familiar. Children who cannot fully participate in an activity should not be excluded, but should be invited to join the group and given some part in the activity.

Assign homework early in the year that integrates the school routines with classroom learning objectives. For example, if children are learning about time, send home the classroom routine and ask parents to help children read the clock at home and add times from their home routine. Begin the school year by clarifying the cues used in the classroom. Do not assume that all students will know what to do when they hear the bell ring or when you ask them to get out their work folder. During the first week or two, check with students during class meetings: What do we do when the bell rings? Which folder is the work folder? Where do you put finished homework assignments? Make new rules for the class, the lunchroom, or the school bus only as needed, and discuss the reasons for the rule with the children. Post rules in visible places. Check back to see who knows the rule and can find it on the list. Coordinate the curriculum with other teachers so activities are not all new, and children have time to develop skills through a variety of activities.

The sending teachers and older students can visit children who will be transferring into the next grade to see special projects the younger students have done. They can tell the younger students what projects will be similar next year. Younger children can learn about the next grade by having older students invite them into their classroom to engage in reading partner activities or demonstrate science activities. Involving children in schoolwide activities throughout the year provides time for children to become familiar with all the teachers in the school. When teachers come to school to set up their classrooms in the summer, parents and children can come to meet the teacher and help set up the school. A reception committee can be responsible for introducing newcomers to school staff and other peers.

Children who will be assigned homework in the next grade enjoy doing pretend homework with older siblings or peers. Teachers in the sending classroom can help children test out this new behavior by providing developmentally appropriate supplemental learning activities to do at home. Children who will have new responsibilities in the cafeteria or at the bus stop can be paired with an older student for a day or week at the end of the year.

Find out about a child' s previous experiences. Who have been important people in this child's life? What does he like to do at home? What language do they speak at home, and what are the values of his family? Refer to the child's records, portfolio, sending teacher, and parent to understand the child' s interests and strengths. Develop activities to encourage children to share home experiences in the classroom. Encourage parents to work as partners with you.

Children with helping roles in the classroom and the school feel that they belong and that their contributions are important. Many tasks can be rotated to give everyone a role early in the year. Remember that most classrooms will include a mix of children who know each other and those who are unfamiliar with others in the class. Take time to help children get to know and accept each other. Cooperative learning experiences can be developed to allow children with a variety of strengths to work together. Take time to get to know the particular contributions that children with disabilities or other special needs can contribute.

Choose a Book

Select a book on transition from the attached list, or talk with a librarian or teacher to identify other books that are helpful with transitions. Look for these features:

Attitudes and feelings about transition

• Transition is not always easy. It is scary and exciting.
  
• There is much to be proud of as you transition and grow.
  
• Other children have similar feelings.

Information about transition

• Some things will be the same, and some will be different.
  
• Parents and staff guide children in a new setting.
  
• New settings mean new peers and new experiences.

Prepare

Tell the Story

Discuss the Story

Make Books Available

Adapted from Transition. Head Start Bureau, U.S. Administration for Children, Youth and Families. Washington, DC, 1988.

Objectives

• Parents become more aware of and involved in school or program activities.
• Families can participate in a monthly school activity.
• Program staff can regularly check in with families.
• Families receive information on healthy nutrition, education, community services, parenting, and school involvement.

Procedure

First Steps

• Get supervisor's permission.
• Decide how often to publish newsletter.
• Make sure you have set aside time in your schedule-at least four days per month.
• Talk to teachers and principals to make sure they will participate.
• Inform the parents of what you are doing.

Next Steps

• Pick out the topics and headings you will use in your newsletter.
• Get information from teachers.
• Get information from parents for each newsletter.
• Suggest specific topics.
• Get information from community groups such as:
  - Chamber of Commerce
  - Town hall, village government, city clerk
  - Clubs (Lions, Moose Lodge, Jaycees, women's clubs, etc.)
  - Library
  - University extension office
  - Parks department
  - Check community events postings in stores, post office, banks, etc.
• Develop files with additional information on:
  - Health and safety tips
  - Family activities
  - Promoting self-esteem
  - How to improve study habits/grades
  - Promoting independence
  - Interesting quotes, poems, comics, stories, etc.

• Put all the information together. Parents' contributions are first priority.
• Have a designated person type it up.
• Proofread.
• Distribute to all families, school staff, and community partners.
• Get information for your next newsletter at least two weeks prior to sending it out.
• Adding artwork to the newsletter helps to break up text and makes it easier to read.

What Makes It Easy

• Supervisor's support
• Teachers who are enthusiastic and willing to be involved
• Principals who are willing to help
• Funds for the program
• Community members willing to talk and give information
• Parents who like to get involved and give information
• Use of a specific person's time to type the newsletter
• Supportive members within agency to offer ideas and help out
• Being flexible enough to change parts of newsletter if needed
• Having some suggested topics for parents who feel they have nothing to contribute

What Makes It Difficult

• Encouraging all to contribute
• Continually finding the right time to talk to teachers and community people

Some Possible Headings for Your Newsletter

• From the Teachers (or School)–for teachers to tell about classroom events
• Pat on the Back–where anyone can say thank you or good job to another
• Helpful Hints–holiday ideas, household tips, parenting tips
• Just a Thought–for sharing something that one has read that was funny or informative
• For the Family–ideas for family activities (reading, cooking, writing, playing, etc.)
• Other–any topic you want (be sure to represent all community members)
• Community Events–what is happening in the community, especially events for the whole family (places and times for immunizations, blood pressure check-ups, etc.)
  
  Adapted from the Wisconsin Head Start Transition Project

Objectives

• Introduce and involve parents in school in an informal, comfortable way.
• Have parents meet and socialize with other parents.
• Families will receive information about community services and programs.
• It provides a time for parents to find out about volunteer opportunities within the school.
• Parents will become familiar with child's classroom, school work, teacher, and other school personnel.

Procedure

First Steps

• Get supervisor's and principal's permission.
• Decide how often to have social times.
• Make sure you have set aside enough time in your schedule.
• Suggest idea to other teachers.
• Work with the principal to find a room.
• Set a time and date.

Next Steps

• Coordinate with teachers to display children's class work.
• Post a volunteer sign-up sheet.
• Invite parents to participate.
• Coordinate the responsibilities of preparation.

Hosting the Social Time

• Send out reminder notes to all the children in the class two days prior to the social.
• Get supplies ready.
  -Coffee pot, coffee, and something to eat such as rolls or donuts
  - Pens
  - Plenty of chairs
  - Handouts to give out
• Be prepared to talk about the program.
• Get to the room early to set it up.
• Do not disturb any classes.
• Be out of the room on time.

• Remember to thank the presenter for coming!
• Make sure the room is clean.
• Talk with the principal and teacher (when they are free) to see how they thought it went.
• Thank the teacher and principal (and any other staff that helped).
• Leave any extra food for the teachers.
• Set up a time and date for the next social.
• Be prepared to make changes if something does not go well.

Other Suggestions for the Social

• Have a principal or speaker come in to talk to the parents informally.
• Give out informative handouts.
• Talk about specific topics.

What Makes It Easy

• Teachers and principals who are enthusiastic and willing to be involved
• Funds in the program a Teachers willing to send reminder slips home with the kids
• Morning kindergarten is easier to schedule
• Available space in the school

What Makes It Difficult

• Finding a room (space)
• Setting up a good time for you, the school, the teachers, and the parents
  
  Adapted from the Wisconsin Head Start Transition Project

Sharing Information with Parents

Find out what parents want to know

• Review the attached list of Questions Parents Have about Kindergarten to become familiar with the kinds of questions parents have during transition.
  
  
• Ask parents in your program what questions they have about the next setting.

Determine the information schools provide

• Determine what information your school district is providing to parents during orientation days.
  
  
• Call the schools, talk with former Head Start parents, and review printed materials provided to parents by the schools.

Arrange for additional information to be shared

• Arrange for a speaker to come to your setting to provide more information directly to parents. The speaker might be a principal, former Head Start parent, or kindergarten teacher.
  
  
• Inform the speaker what kind of information parents would like to have.
  
  
• Include a question and answer period.

Encourage attendance

• Encourage parents to come by making a personal contact as well as providing several notices of the event.
  
  
• Serve refreshments and provide child care services for families.

Follow up

• Continue to provide information about the transition to parents both formally and informally.
  
  
• Summarize the meeting in your newsletter, distribute handouts to parents who did not attend the session, and pursue any unanswered questions by making additional contacts.

Questions Parents Have about Kindergarten

Who

• will be my child's teacher?
• do I talk with if my child is having problems?
• do I talk with if I do not understand the school policies?
• can tell me about the school volunteer program?

What

• do I need to buy for my child to go to school?
• is my role in the school?
• kinds of shots does my child need?
• forms do I need to fill out to register my child for school?
• after-school and child care programs are available at the school?

Where

• will my child go to school?
• will the bus pick up my child?
• can parents get help and information about parenting?


• are special services and bilingual classes offered?

When

• does school start?
• can we visit the school?
• does the law state that my child must attend school?
• will my child be tested?

How

• can I prepare my child for kindergarten?
• will I know what is happening in school?
• can I help with homework?
• can I meet other parents at the school?

Why

• does the school need my child's records?
• does my child have to walk (or ride the bus)?
• does the school enroll kindergartners for half days (or full days)?