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Minimizing disruptive transition resources

  • 1.  Minimizing disruptive transition resources

    Posted 07-15-2021 09:52 AM
    Hi,
    I am working with my Association to develop guidelines for preschool extracurricular activities and am looking for some resources/research to back up the why.

    A little background....all of our preschools are in YMCA branches and the children are constantly moved to gymnastics, swim, run club, dance, etc. within the branches.  Most of these activities occur on the timeline for the branch, not the children.  Changing into and out of swimsuits, moving from one location to another is an ongoing process at some of the sites.  Aside from ECERs/Substantial Portion of the Day, can any of you point me towards some research that explains why we need to minimize all of this for the children.  I know the reasons why we should changes practices; I am just looking for the sources to back me up when I present the guidelines to the Executive Directors and VPs.  This will be a completely new way of thinking for them and it is going to be a tough sell.

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    Jennifer W. Hardy
    Association Program Specialist
    San Diego, CA
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  • 2.  RE: Minimizing disruptive transition resources

    Posted 07-16-2021 07:51 AM
    NAEYC's Young Children had an article in the May 2008 issue titled "Moving Right Along... Planning Transitions to Prevent Challenging Behavior."  All of our staff just read this article, and we had a staff meeting to discuss it.  There was some helpful information about the reasons transitions are hard and practical ideas to make them better.

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    Elizabeth Weller
    Director
    Park Place Children's Center
    Anderson IN
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  • 3.  RE: Minimizing disruptive transition resources

    Posted 07-16-2021 08:28 AM
    Transitions can be difficult for children and can lead to behavior issues - sounds like your program is in transition constantly.  Here are a few items I use with my staff. Not sure if they will help or not...

    https://www.naeyc.org/resources/pubs/tyc/feb2018/timing-everything-understanding-importance-timing-length-and-sequence

    https://www.virtuallabschool.org/preschool/learning-environments/lesson-5

    https://www.lispeech.com/the-trouble-with-transitions/

    http://csefel.vanderbilt.edu/briefs/wwb4.pdf

    You might find that these links provide additional resources.  Good luck..

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    Dr.Pamela McCullough
    Program Director
    GSCC
    Newtown PA
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  • 4.  RE: Minimizing disruptive transition resources

    Posted 08-03-2021 02:26 PM
    You can add research on why children need to be bored, what is accomplished during extended periods of open/free play and child directed activities. Creativity, expression, problem solving and social emotional skills are build when children are allowed time to "be" and design their own play activities. Structured activities are positive but there needs to be balance with long amounts of child-directed activities.
    Feel free to email me directly and I can point you in the direction of some scholarly articles that may be useful.

    Best of luck!

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    Christina Roseli M.Ed
    Quality Care Coach
    Ventura, CA
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  • 5.  RE: Minimizing disruptive transition resources

    Posted 08-05-2021 03:12 AM
    Hi Jennifer,
    Your title says it but your background does not. What is the source of the disruptions? Not enough transition time or the transition itself? Moving between the YMCA branches or how children move between the branches? Time in their activities or time the children are active verses passive in the activities? Analyzing the disruptions may help you identify what resources to use.




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    Victoria Long-Coleman
    Early Care and Education Specialist
    Quality Care for Children
    Dacula GA
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