Resources on Early Learning
Illinois Early Learning Standards
Video & Background
Transitions from one activity to another can be fun and educational. The children in this clip make the transition from circle time to choice time with an activity that helps them learn to recognize their names and, in some instances, those of their friends. Not only is it a more pleasant experience than “lining up,” this type of transition activity is also more efficient.
This mixed-age group of 15 children made the transition to snack in 2 minutes, 11 seconds, including the introduction (1 minute, 41 seconds without the introduction). In the course of the transition, Pam was able to help several children who needed more support. For example, she reviewed the letters in his name with one child, prompted another to look at the print on the tag, and reminded another to wash his hands. The children in this clip attend a mixed-age early childhood center sponsored by a public university.
Transcript
Pam M.: Well, I’m going to make some trail mix today in the Table Area, if anybody would like to help cook today. We don’t have to bake anything today. We just have to take a bowl and mix different things inside and stir it. So, it’s a pretty easy one.
Grandma: And I’ll play Peek in the Garden, which is just fun.
Lisa Lee: Are you going to play it in the Game Area?
Grandma: Sure.
Lisa Lee: Okay, so Peek in the Garden is happening in the Game Area; the bounce experiment is happening outside, Alex; and Pam’s going to be cooking in the Table Area; and snack is out.
Pam M.: (Holds up tags with names printed on them.) I have the names. Whose name is on top? (Looks at Sandra who is sitting on her lap. Sandra takes the tag and stands.) That worked out, huh? I’m going to hold your names up, so you have to turn around and look at me, and see if you recognize your name. (Holds up another name tag.) Turn around and look at me… Oops, he’s not looking at me.
(Justin, 3.7 years old, turns and looks at Pam. She smiles.) It’s you, isn’t it Justin? (Justin takes tag and leaves for choice time.)
(Pam holds up another tag.) Whose name is this? (Hands tag to a child.)
(Pam holds up another tag.) How about this friend?
Zoe (4.2 years old): (Points at Alex.) You, that’s you, that’s you.
Pam M.: (Alex walks toward her.) Is it you?
Alex (4.7 years old): Yes.
Pam M.: A-L-E-X, yup, you’re ready. How about this person? (Holds up a tag.)
Tariah: That’s me.
Pam M.: That’s right. You guys are getting good at recognizing your Choice Time name, now (holds up another tag).
Caleb (3.4 years old): Me (takes his tag and leaves).
Pam M.: How about this friend? (Vivian, 3.11 years old, takes her tag and leaves the circle area.) Snack is out—cottage cheese and pineapple, and crackers. You guys have lots of food to eat today (holds up tag, and Zoe comes to get it). How about this friend? (Holds a tag up. Amarrion, 3.8 years old, comes toward her.) Is that you, Amarrion? There you go. (Holds up another tag, and a child takes it and leaves.) Did you wash your hands, Caleb?
Caleb: No.
Pam M.: (Continuing to hold up tags and pass them out to children.) Well, you’d better take care of that. Whose name is this? (Holding up a tag.) Yoo, hoo (smiles as Hassan, 3.10 years old, comes to get the tag). I know you recognize yours. How about this one? (Joseph, 4.4 years old, takes it.) How about this one? (Treyshaun, 5.1 years old, takes it.) (Realizing that Joseph is holding his in his mouth.) Oh, Joe, use your hands to take your name card.
Benchmarks
| Benchmark | Benchmark Description | How Benchmark Was Met |
|---|---|---|
Language Arts |
Understand that pictures and symbols have meaning and that print carries a message. |
Children understood that the print on each tag represented a child’s name. |
Language Arts |
Listen with understanding and respond to directions and conversations. |
Children listened to instructions for the transition activity. |
Social/Emotional Development |
Begin to understand and follow rules. |
Children did not leave the circle until Pam held up their name tag. |
Social/Emotional Development |
Manage transitions and begin to adapt to change in routines. |
Children left the circle after recognizing their name. |
This video clip was made possible by STARnet Regions I & III with funding from the Illinois State Board of Education.
This section of the Illinois Early Learning Web site links to activities related to the Benchmarks in the Illinois Early Learning Standards. We expect that early childhood professionals and parents will use these ideas in ways appropriate to their children and their setting. We are sure that you will find many ways to adapt these activities into themes, projects, and units in your program or at home.
An Illinois Early Learning link to a Web site does not imply an endorsement by the Illinois Early Learning Project or the Illinois State Board of Education of any product, resource, or service on that Web site.
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Esta sección del sitio Web de Illinois Early Learning tiene enlaces a actividades relacionadas con los Parámetros en las Pautas de aprendizaje infantil de Illinois. Esperamos que profesionales de la niñez temprana y padres utilicen estas ideas de maneras apropiadas a sus niños y sus situaciones. Estamos seguros de que usted hallará muchas maneras de adaptar estas actividades a los temas, proyectos o unidades de su programa o en casa.
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