Marion (c) Pearson

1. CHAPTER 12:
Guiding Children During
Routines and Transitions
Guidance of Young Children
Ninth Edition
Marian Marion
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

2. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-2
VISUAL SUPPORTS

3. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-3
Visual Support
 A prompt, e.g., drawing, sign, photo, to children
about something needing to be done or
remembered
 Helps children understand routines and transitions
 An indirect way to guide children

4. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-4
Visual Support: Examples
• Child’s photo in her cubby
• Child’s name printed on a card under her photo
• Illustrated hand washing instructions above a sink
• Drawing of a classroom object, such as a chair,
with the word for chair printed in the languages
spoken by children in the class
• Emotions chart
• Drawing of blocks which are placed on the section
of a shelf where children are expected to place the
blocks after building with them

5. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-5
FOCUS HERE: ARRIVAL, DEPARTURE, LARGE
GROUP, SMALL GROUP
ROUTINES

6. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-6
ARRIVAL AND DEPARTURE
Arrival- beginning of a child’s day
Departure- when a child finishes the day at
school and goes home

7. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-7
WHAT CHILDREN NEED DURING
ARRIVAL AND DEPARTURE
• Steps in the routine
• Children need to know the arrival and departure
routines, the order of events, and where things are
located
• Expectations
• Children need to know the teacher’s expectations for
behavior during the routines that begin and end the day
• Acknowledgement
• For arrival, all children need to know that the teacher
recognizes that they have arrived
• Every child needs to hear the teacher say good-bye to
them at departure

8. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-8
ARRIVAL AND DEPARTURE:
DIRECT GUIDANCE
• Limit setting
• Routines for arrival and departure taught at the
beginning of the year
• Limits restated as needed
• Calming techniques
• Making a psychological transition from stimulating
busy day at school to rest at home
• Active listening
• Used to help start problem-solving process

9. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-9
LARGE GROUP:
DIRECT GUIDANCE
 Gatherings or meetings of all children, along with the
teacher, at one time
 What children need during large group
o Structure of large-group time
• Need to know about general organization or flow of
this time
o Expectations
• Flows more smoothly when teachers help children
understand expectations of this time
• May include signals for beginning groups or social
skills needed for listening and participation
o Feedback
• Need information on how to participate in large
group

10. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-10
LARGE GROUP
• Reflect on limits needed for the particular large-
group activity
• Determine what you need to say to children to
support positive participation
• Restate limits as needed

11. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-11
LARGE GROUP:
INDIRECT GUIDANCE
 Content worthy of children’s time
• Well-chosen content, presented engagingly,
supports children’s behavior
• Avoid mind-numbing drilling and reciting
 Time
• Avoid too long of a group time
 Seating
• Decide on best seating arrangement
 Arrange seating ahead of time
• Gives a clear signal where to sit
 Materials
• Have all materials prepared prior to large group
• Practice ahead of time

12. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-12
SMALL GROUP

13. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-13
SMALL GROUP
A gathering or meeting of only part of the total class,
usually up to about six children plus the teacher
What children need during small group
o Structure of small-group time
• Need to know their group meeting, has a beginning,
a middle, and an end
• Teacher is a guide and facilitator
o Expectations
• Tell children clearly what you expect when they are
in small group including polite and respectful
communication
• Provides social interaction for a small number of
children
o Acknowledgement and feedback
• Encourage positive participation

14. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-14
SMALL GROUP:
INDIRECT GUIDANCE
 Time
• More effective if about 10-15 minutes logn and are
engaging
 Seating
• Decide wherther children need chairs or whether the
activity can be done whiles standing or sitting
 Location
• Consider best location, many teachers designate a
table for group, may also take place on the floor or
outside
 Materials
• Plan and prepare for the experience
• Gather all needed items

15. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-15
SMALL GROUP: DIRECT GUIDANCE
• State expectations for behavior
• Choose specific direct guidance or discipline
strategies based on the specific small group
an the children’s needs

16. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-16
TRANSITIONS

17. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-17
TRANSITIONS: DEFINITION
Moving from one part of an activity to another or
form one activity or part of the room to a
different activity or location

18. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-18
TRANSITIONS: EXAMPLES
• Changing from large group to the next activity
• Moving into large group
• Moving from small group back to center time
• Moving form one center to another
• Arriving at or departing from school
• Going from the classroom to work with a
specialist
• Moving from the classroom to gym, lunchroom,
or playground

19. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-19
WHAT CHILDREN NEED DURING
TRANSITIONS
• As few transitions as possible
• Transitions that have been planned
• Transitions that contribute to development
and learning

20. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-20
Use Indirect Guidance During
Transitions
• Use only necessary transitions
• Carefully plan the necessary transitions
• Prepare any materials ahead of time and
place them in the logical spot
• May include choices on which transition
song or game to use

21. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
12-21
Use Direct Guidance During
Transitions
• Set clear limits
– Be clear about limits involved in transitions
– Remind those who forgot
• Teach expected behavior
– Teach about the general process of transitions
during the first few days of school
– Enables children to feel more confident
• Give signals or cues for newly constructed ideas
– After children have learned about transitions,
remind them about procedures with
appropriate cues or signals