Learning Objectives
- Explain what is meant by intentional activities to support planning before, during and after the transition.
- Use a decision-making process to help a child and family be prepared for and adjust to a new environment.
Select a step from the 5-Step Learning Cycle to view the description.
In Step 1 you will hear and read about two perspectives on a practice dilemma. The dilemma is about a child’s transition to preschool viewed through the eyes of both the family and the receiving teacher.
In Step 2 you will turn the dilemma about Tamiya’s transition into an answerable question to help guide the search for evidence on a particular practice.
In Step 3 you will consider the following key sources of general evidence about transition.
First transition practices are defined and further explained with examples and activities. Then you will learn about research, policies, professional guidelines and experience-based knowledge related to transition.
In Step 4 you will integrate sources of evidence, different perspectives, and contexts unique to the dilemma in Step 1 to make an informed decision.
In Step 5 you will consider ways to evaluate the plan for supporting Tamiya’s transition to her new classroom setting.
- Dilemma
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In Step 1 you will hear and read about two perspectives on a practice dilemma. The dilemma is about a child’s transition to preschool viewed through the eyes of both the family and the receiving teacher. - Question
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In Step 2 you will turn the dilemma about Tamiya’s transition into an answerable question to help guide the search for evidence on a particular practice.
- Evidence
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In Step 3 you will consider the following key sources of general evidence about transition.
First transition practices are defined and further explained with examples and activities. Then you will learn about research, policies, professional guidelines and experience-based knowledge related to transition. - Decision
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In Step 4 you will integrate sources of evidence, different perspectives, and contexts unique to the dilemma in Step 1 to make an informed decision.
- Evaluation
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In Step 5 you will consider ways to evaluate the plan for supporting Tamiya’s transition to her new classroom setting.
Step 1: Dilemma
Step 2: Question
Step 3: Evidence
Activity 2.3a: Review Tamiya’s transition profile
Activity 2.4a: Describe a home visit
Activity 2.5a: Identify physical supports for Tamiya
Activity 2.6a: Develop an individual phase-in transition days plan
Activity 2.7a: Describe a welcoming environment
Activity 2.8a: Apply the research to practice
Step 3: Evidence
Handout 2.1: Child Transition Profile
Handout 2.2: Child Transition Profile – Sample
Handout 2.3: Home Visit Planning Form
Handout 2.4: Home Visit Planning Form – Sample
Handout 2.5: Follow-up Home Visit Sheet
Handout 2.6: Observation Guide for Initial Class Visit
Handout 2.7: Phase-In Transition Days Plan
Handout 2.8: Research Summary on Transition Practices in Early Childhood
Handout 2.9: Policy Advisory: The Law Governing Transition of Young Children
Step 4: Decision
Step 3: Evidence
Step 4: Decision
Audio 2.5: Rosemary’s Perspective (Tamiya’s mother)
Audio 2.6: Melanie A.’s Perspective (receiving teacher)
Audio 2.7: Randah’s Perspective (physical therapist)
Audio 2.8: Melanie B.’s Perspective (Tamiya’s early intervention service coordinator)
Audio 2.9: Judy’s perspective (program administrator in Tamiya’s new program)