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Eliminating Transitions = Eliminating Chaos

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ITEM #: 4400913

What's In This Kit?
This training kit is designed to help Learners understand that eliminating unwarranted transitions can have a positive impact on children's behavior and their learning experiences. This training program contains the following components:

  • Expected training outcomes and learning objectives
  • Training research
  • Training models
  • Training benchmarks
  • Preparation and implementation steps
  • Handouts
  • The article "Eliminating Transitions" by Barb Gallick and Lisa Lee
  • References
  • Resources
  • Training Certificate for Learner Certificate of Attendance and Participation
  • Training Certificate for Trainer Award Certificate

Who's the Target Audience?
The target audiences for this training kit are beginning, intermediate, and advanced Learners working with children who are from toddlers to age eight. Encouraging Teachers to consider eliminating as many transitions as possible, this kit helps Learners understand the importance of transitions as an essential aspect of classroom management.

Teacher Skill Level
beginning intermediate advanced
Children's Age Level
infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.5 hours. Implementation and actual training time is 4.0 hours, which includes 2.5 hours of face-to-face training and 1.5 hours of independent study


Training Outcomes:

  1. Learner will reduce the number of transitions in the classroom's current daily schedule by eliminating at least 2 transitions from the day and create a new daily schedule to reflect fewer transitions.
  2. Learner will list at least 2 reasons why frequent transitions create classroom chaos.
  3. Learner will cite at least 2 benefits of eliminating frequent transitions

These training outcomes address the following American standards:

  • 1.D.03, 1.E.03, 3.A.03, 3.A.04, 3.A.05, 3.D.02 of the National Association for the Education of Young Children's (NAEYC) Standards and Accreditation Performance Criteria (2005). www.naeyc.org.
  • 1, 1b, 1c, 4b of the NAEYC Standards for Early Childhood Professional Preparation, Initial Licensure Level (2003), www.naeyc.org.
  • 1304.21, 1304.53 of the Head Start Performance Standards (Federal Register, Nov. 5, 1-6, Volume 6), Number 215). www.acf.hhs.gov/programs/ohs/.
  • D6, D7 of the National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). www.naccp.org.


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