The event was coordinated by NAEYC in partnership with the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention (TACSEI), with additional support from the Doris Duke Charitable Foundation. 

 

In most preschool settings only a few children are likely to engage in persistent challenging behavior. On any given day, however, there may be a number of children who engage in some form of challenging behavior. Transitions from one activity to another are times when children are more likely to have a difficult time. Children’s challenging behavior during transitions may be related to how program staff structure, schedule, and implement transitions. Challenging behavior is more likely to occur when there are too many transitions, all the children transition at the same time in the same way, transitions are too long and children spend too much time waiting with nothing to do, and there are not clear instructions.

 

The Young Children article and the Web event offer a discussion of why challenging behavior occurs during transitions, strategies for planning and implementing more effective transitions, ideas for using transitions to teach social skills and emotional competencies, and a planning process for working with children who continue to have difficulty during transitions.

 

 

Click on the links for a complete list of CSEFEL What Works Briefs and Training Kits. 
Selected resources include—