Developing the Art of Patiently Waiting: Using Transitional Routines

We often assume that young children just do not have the capacity to manage their impulses, either in regard to waiting for a turn, waiting to have what they perceive as a  “need'' or “want” fulfilled, or as I’ll address in this blog, waiting during a transition.

Key Points for Supporting a Child’s Ability to 

Wait During a Transition


Create an Effective Routine

    • Whether working with one child,  or a group of children, establishing effective transitional  routines is key. This means setting up the physical environment so there’s “a place for everything and everything is  in its place” and children have access to their belongings

    • The routine should be broken into manageable sections or steps. This enables the child to successfully move through one step at a time vs being overwhelmed by all that is expected

    • The adult's role is to assist as needed, doing so as silently as possible  to keep the child on track through the steps of the routine

Focus  on the Task at Hand vs. the Ultimate Goal 

    • When guiding a child through a routine only attend to  the task at hand, vs. the ultimate goal, for example, going outside.  Children are in the moment. Even if they like going outside, focusing on that is too far in the future for them

    • Use brief language:

      • “Let’s hold hands”. (Walk child over to the place to put on shoes)

      • “Shoes on”

      • “Coat on”

      • “Backpack on”

      • (AVOID: “Let’s go! Time to get dressed to go to the park.! We’re meeting your friends there. We better get going. We’re late.” )

Support Basic Emotional Needs

    • In this case the child has access to what is needed  to get dressed to go outside. The child is able to reach these items and keep them organized, as they practice the skills for  dressing and undressing. Basic emotional needs are met by participating in life skills which support self reliant independence

Use Destination Points

    • When dressing to go outside provide a place for the child to sit. Sitting on a chair, bench, low stair, etc. aids the child in the physical execution of putting on and taking off shoes

    • Then as the child, (or each child) is ready, they have a place to go next- a destination near by, a place to wait

    • Consider offering a basket of cardboard books, or a  soft object for each child to hold. These items are only used at this point, and for this purpose

If Working with a Group of Children, Divide  and Stagger

    • When moving a group of children,  staggering the group through the steps of the routine is essential. Too many moving bodies can be overwhelming and over stimulating  making it difficult for children to concentrate and stay on task

Timing of The adult preparations 

    • The adult’s  belongings should not only  be handy, but the adult may even start to get ready before the child or children start.   That said, if I am preparing in front of the child, I will do so slowly, with a bit of  self-talk, bringing attention to my preparations- often a point of interest for the child, especially if I’m wearing shoes with laces, which are often novel for many children

CONTACT MARCIA 

I hope this information is helpful as you guide your child, or the children in your care,  to practice the art of waiting during a transition. I’d love to know how it goes for you!

To  learn more about these concepts, or to learn about the other services I offer, (virtually and person), please review my website.

Let me know how can I help you better understand the nature of childhood.   








 



Marcia S. Hubelbank