| Have you ever told your child that it's time to go | | | | them, enter their world, make a comment such as: |
| somewhere or do something else and their response | | | | "You sure like your trains, don't you?" or |
| was either to ignore you or yell at you? There are | | | | "What a neat idea you had to build a LEGO house like |
| ways to avoid this and make the transition from | | | | this" or |
| activity to activity easy and smooth. | | | | "I loved that book when I was young" |
| In order for your children to feel comfortable and | | | | Then say, in a very excited tone of voice: |
| cooperative moving from one activity to the next there | | | | "It's time to get our shoes on to go to the |
| are a few things you will need to do. | | | | __________(park,store,friend's house,playgroup) |
| First, children need and love routine - no matter how | | | | Let's go!" Extend your hand towards them or pick |
| old they are. If they experience the same basic | | | | them up and give them a big hug then begin talking |
| sequence each and every day, they will simply expect | | | | about where you're going, who you'll see, etcetera. |
| and anticipate a change in activity. For example, if your | | | | This will keep them focused and will build excitement |
| basic routine with your toddler is to wake up, play, eat, | | | | and cooperation. |
| watch TV, get dressed, go out somewhere, come | | | | If your child whines, there are other issues going on like |
| home and eat lunch, go to sleep, wake up after 2 | | | | hunger, tiredness level, not being used to a routine or |
| hours, have a snack, do a one-on-one activity with you, | | | | not being used to having limits set for them. |
| play alone for an hour, watch TV, eat dinner, brush | | | | The technique I suggest for bedtime or leaving a |
| teeth, then go to sleep, they will naturally move through | | | | playground is to use the countdown method. Go to |
| their day with ease. They often will remind you when | | | | your child and say, "Anna, you have 5 minutes and |
| it's time to go out if you are running a bit late. | | | | then it's time for sleepy, sleepy, (or whatever words |
| When I was a teacher I used to write our schedule for | | | | you want to use)" OR "Sam, you have 5 minutes and |
| the day on the whiteboard and added short bits of | | | | then it's time to go home for lunch". |
| information describing exactly what they needed to | | | | After this, go to them at 4 mins, 3 mins, 2 mins, 1 min, |
| have ready. Our day always flowed smoothly and the | | | | and then say, "Okay, time to go now." or "Okay, time |
| children were calm knowing what to expect. If you | | | | for sleepy, sleepy". |
| have a child three years or older who tends to be a bit | | | | The last point I want to make about transitions is this: |
| anxious or may have autistic tendencies this is a terrific | | | | you must speak in a happy tone, yet a matter-of-fact |
| way to help them feel calm and competent that they | | | | tone as well. There is no room for soft voices here, no |
| are able to handle their day. (For younger children, you | | | | room for reminding and no room for explaining or |
| could use pictures posted on poster board or the | | | | coercing. You are just stating a fact in a happy voice |
| fridge instead) | | | | about what it is that you ARE going to be doing. |
| The second area to look at is the way in which you | | | | Do your part by stating excitedly what you will be |
| tell your child it's time to move on to the next activity. | | | | doing and then carry on. The only thing left to do is to |
| Yelling from the other room is not a positive or | | | | enjoy the time you will be spending with your happy |
| effective way to handle this. A better way is to go to | | | | child. |
| your child a little before you want to move on, sit with | | | | |