Active Transitions：积极的转变.pptVIP

* * * CINDY SWEEDER Virginia Head Start Conference March 28, 2012 TRANSITIONS Transitions take time Children often spend a lot time waiting When children are taught what they “should be doing”, we are less likely to see problem behaviors Preschool teachers consider a child’s ability to independently make transitions an important skill WHAT ARE WE DOING?   BEFORE DURING AFTER  WHAT DO WE MEAN BY ACTIVE? stand bend twist turn stretch squat sway kneel balance float pull push shake sit NON-LOCOMOTOR MOVEMENT (WHAT THE BODY DOES) walk run jump leap hop skip crawl climb gallop slide march tip-toe LOCOMOTOR MOVEMENT (WHAT THE BODY DOES) EFFORT AWARENESS (HOW THE BODY MOVES)? Speeds: slow, medium, fast….speeding up and slowing down Size/Shape: small, medium, large/rounded, curved, straight, angular ? Directions: up, down, right, left, forward, sideways, backwards Levels: low, medium, high Pathways: straight, curved, zig-zag Categories: self space and shared space SPACE AWARENESS (WHERE THE BODY MOVES) TRANSITIONING THROUGH YOUR DAY GREETINGS CIRCLE TIME MEAL TIMES LINING UP CLEAN-UP TO CALM OR  FOCUS DEPARTURE CINDY SWEEDER Early Childhood Resource Teacher casweeder@fcps.edu NANCY BIDUS Early Childhood Resource Teacher nhbidus@fcps.edu * Before the transition -Plan your schedule to include a minimum number of transition times -Consider what the children and adults will do during these times -Provide verbal and nonverbal cues before transitions -Teach children the expectations for the routine -Minimize the number of transitions in which all the children have to do the same thing at the same time During the transition -Use verbal prompts like singing, reciting rhymes/poems, finger plays and/or add movement -Assist children through transitions with a gentle/touch/physical gui