Document Type

Tip Sheet


University of Maine Center for Community Inclusion and Disability Studies

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This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).

Publication Date


Abstract/ Summary

Young children with and without disabilities experience many changes during their day. Daily transitions in early care and education programs take place during an activity, or when children move from one activity to another or one location to another. Transitions include the following: Arriving at or departing from a program; Exchanging toys; Entering or leaving a play area during free choice time; Cleaning up after morning activities and starting a group circle time; Getting dressed to go outside to play; and Shifting from playing with friends to working with a teacher/therapist on a particular skill. Thoughtful planning is needed so transitions can be positive and enjoyable learning experiences for every child and less stressful for adults. When planned, transitions provide predictability, help children feel safe and secure, and can reduce or prevent behavior problems. Each child is different, and the way any one child reacts to transitions may be influenced by a variety of factors. Careful planning helps all children.

Citation/Publisher Attribution

University of Maine Center for Community Inclusion and Disability Studies. (2011-2014). Growing ideas: Daily transitions - Time for a change. Orono, ME.


publisher's version of the published document

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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In Copyright - Educational Use Permitted.