transition between classrooms

We have transition windows every other month. We transition children based on developmental criteria, age considerations, and family preferences, in that order. The transition process is routine to ensure the children are treated equally, but individualized and flexible to accommodate each child’s needs.

transition windows

We evaluate children throughout the year to assess their readiness for transition. We strive to transition children with their peers but are conscious that children develop at different rates. Every other month we evaluate children approaching the chronological age of the next classroom for developmental readiness [see Transition Process below].

infants/toddlers

For infants and toddlers, educators should use the readiness milestones to guide their decisions about transition into the next classroom. Those who are developmentally ready transition in small groups.

preschool

Children in the 3 preschool classrooms (except Stoughton) transition annually as a group in September and spend a full year in the Pre-K classroom, preparing them for the elementary school structure.

kindergarten

Entering kindergarten is one of the biggest transitions in a young child’s life. During the year in pre-kindergarten, teachers prepare children for this transition through the curriculum, social interactions, and daily routines. The pre-kindergarten curriculum is based on the Massachusetts Curriculum Frameworks to help every child achieve kindergarten readiness.

Some school systems send parents forms for their child’s pre-k teachers to complete. In addition to providing a reflection of the child’s readiness skills, they also give an opportunity to share information about personality, learning style, social development, individual personality, and temperament.

transition process

Assessing Children’s Readiness

About 6 weeks before the official transition date, each classroom receives a “Transition Notification Form” checklist with the names and birthdates of children old enough to transition. The transition decision is based on whether:

• a child is developmentally ready and has met or is beginning to meet transition milestones
• the child meets the chronological age range for the classroom
• the family feels transition would be beneficial for the child at this time

Upon receipt of the recommendation form, you should:

• Make sure any children you think may be ready are on the list OR add their names to the list.
• Mention transition informally to the family and gauge how they feel about it. Find out any family circumstances that may impact the transitioning of specific children, such as new siblings, impending move, death in the family, etc.
• Based on family information, the child’s progress report, and your knowledge of the expectations in the next classroom, rate each child’s readiness as instructed on the form.
• Return the completed recommendation form to the director.

Partnering with Families

Transition can be a sensitive issue for parents. Communication with each family is key to success. Those moving to a new classroom are unsure of what they will find there, and those not transitioning sometimes feel their child has been “left out.”  Learn about families’ excitement or concerns ahead of time. Teaching teams in both classrooms are responsible for making families feel like partners in the process.

In preparing for transitions:

• Well before the next transition window, discuss children who could potentially transition with the director.
• Well before the next transition window, discuss the transition process with families. Talk about how transition is a normal process of aging and development, tell them about the transition “windows,” and share specific information about the readiness signs their child is showing.
• Seek out the families that will potentially transition into your classroom and share some of your observations about their child.
• Link families who have children transitioning together so they know their peer group is moving together.
• Remind families that age ranges in each classroom benefit their child because they are developmentally appropriate, allowing each child to explore the skills they have and the challenges they are facing. MAKE SURE YOU KNOW THE RANGES.
• Let families know that you will be watching the transition process carefully. Some children will need to “visit” the classroom to get used to it, some will transition comfortably. We will pace transition based on their child’s needs and will keep them informed of how their child is doing.
• Refer any families with concerns about the transition process to Administration.
• Inform families ahead of time about the way visits work, when and how long their child will visit the next classroom. Follow families’ cues as to what is appropriate—the child may be ready to spend a full day in the next classroom, but the family may need time to build up—be flexible.

To assist families who do not want their child to transition from your room, be a good listener and hear their concerns. Focus your discussions on developmental cues and attempt to compromise with the family if necessary. Assure them we will assess their child’s adaptation and involve them in each step. Facilitate opportunities for the family to see their child in action in the classroom. Introduce the family to the teachers in the next classroom and encourage them to observe that group.

When a child transitions, both the new and old classroom teachers should reassure parents they’ll be watching the transition process carefully and supporting their child.

Collaboration among educators

Once we decide a child is ready to transition, we give parents a transition packet outlining the process with important dates and steps. They will be asked to authorize the exchange of information between educators in the 2 classrooms. After authorization, the 2 classrooms should meet to discuss all the transitioning children. This meeting should include:

• review of All About Me forms
• review of any behavior plans, etc.
• plan for assisting each child with the transition consistent with the child’s ability to understand
• copies of emergency information forms to the new classroom
• Special Care Plans, including all attached Plans

Transition visits

We send parents of transitioning children information that outlines the process about a month before the scheduled transition date.

Children will visit the new classroom in increasing amounts over the 2 weeks before the transition. Some children may need more visits. Families may have scheduled absences during the visitation weeks, so please plan accordingly. Remember that available space in a classroom on any given day may depend upon the enrollment and staffing in several other classrooms.

Classroom teams are responsible for collaborating on how visits should happen. We will try to schedule extra staff during these times, if possible, but please be flexible and confirm with your coworkers that the plan for the day works for all. Sign the children in and out of your classroom’s attendance sheet for each visit. Write the name in if necessary. Whatever a child’s transition schedule, educators should inform parents daily about how the visits are going and answer any questions they have.

transition open houses

Classrooms should plan a Transition Open House for transitioning families before the first week of classroom visits. At the Open House, parents can meet the teachers and assistants in the next classroom, learn about the curriculum and activities there, and receive materials to assist them and their child during the process. This also offers a chance to reflect on the visits that have happened so far, discuss strategies, and get a sense of how families are feeling.

Staff attendance at the Transition Open House is crucial to the transition’s success. Here are guidelines for materials and information you should provide to parents at the Open House:

• Samples of artwork, creative projects, etc.
• Location of each child’s belongings (food/lunchbox, diapers, nap items)
• The daily schedule (activities and choices)
• An idea of what their child will be experiencing in the classroom, how you interact with them, and what things may be different (expectations, daily schedule, classroom guidelines, etc.)
• Encouragement to get to know other families transitioning into the classroom at the same time
• Something about you to help families get to know you better