NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ898692
Record Type: Journal
Publication Date: 2010-Mar
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1538-6619
Transition "Movement" into the Curriculum
Pica, Rae
Young Children, v65 n2 p52-53 Mar 2010
Teachers usually do not give as much thought to transitions as they do to other facets of the early childhood curriculum. As a result, transitions often lead to chaos and wasted time. But this doesn't have to be the case. If teachers "plan" transitions, as they do other daily components of the curriculum, they can avoid chaos and ensure that transitions are yet another opportunity for learning. Successful transitioning teaches children to move easily into and out of group situations. The process naturally includes lessons in cooperation and consideration; bringing satisfactory closure to activities; and following directions. And when transitions are linked to curriculum content, they can add continuity and more opportunities for learning. Transitions also offer endless opportunities for problem solving, creativity, and self-expression, all of which contribute to creative- and critical-thinking skills--"must-haves" for life in the 21st century. Since many transitions require getting from one place to another, movement is the perfect tool. Movement activities provide a focus during transitions and hold the attention of waiting children. In this article, the author presents ideas and activities for daily transitions in the early childhood setting.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A