Stages of Change.txt

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Release #99/12 

early years are learning years 


Transition is a journey 


On the first day of school children 
may experience multiple changes 
such as different classroom arrangements, 
new teachers, and unfamiliar 
routines. Other events such as the 
birth of a sibling or divorce also result 
in numerous changes children must 
adjust to. 

Transition is a journey 

Often when we think about transition 
we think of these major events. 
However, transition is much more than 
a one-time event. Instead, it is like a 
journey that takes time, preparation, 
and planning. Adults can help make 
each child�s journey into new territory 
most successful by supporting them 
before, during, and after the major 
change occurs. Parents and teachers 
need to work together sharing the 
unique information they have about 
the child and what support he or she 
may need. 

Adults can better provide guidance 
and support when they understand 
the stages associated with adapting 
to change. These stages and specific 
examples of ways to support children 
as they transition to new early childhood 
settings are described below. 

had outgrown, such as thumbsucking. 

Depending on the age of the child, 
adults can help children express 
themselves by reading stories about 
children in similar situations and talking 
with them about their feelings. 
Adults can work with preschoolers and 
older children to put together scrapbooks 
or make other mementos of who 
or what they want to remember. 

Don�t forget transitions are also a 
time to celebrate children�s growth. 
Let them know how much they have 
grown by celebrating with other classmates, 
reviewing baby pictures, or 
pointing out new accomplishments 
like writing their names. 

Uncertainty stage 

Transition can cause fears, concerns, 
and mixed feelings. Often children 
are confused about exactly what 
will happen next. 

All young children moving into new 
early childhood settings need to visit 
the setting ahead of time and practice 
new routines to anticipate what 
will be different. It helps to start children 
in the program for short periods 
and gradually move them into the 
regular schedule. Letting them bring 

familiar objects from home is important, 
too. 

Try to be clear about the things that 
are changing by answering any questions 
children have such as: When will 
we eat? Where is the bathroom? How 
will I get home? Will I see my old 
friends again? 

Taking hold stage 

Children in new situations need 
guidance about what is expected and 
affirmation when they are acting appropriately. 
Help them gain confidence 
by reviewing expectations and 
pointing out how they are learning. 

Young children and their families 
need to feel welcome to a new setting. 
Children can be assigned a 
classroom buddy and their names can 
be displayed on cubbies or bulletin 
boards. Parents can be invited to a 
family night and involved on a daily 
basis as children are dropped off or 
picked up. 

Remember that the more the new 
setting reflects children�s background 
and previous experiences, the more 
successful children will be in making 
the transition and meeting new challenges. 


Letting go stage 

Feelings of sadness and resistance 
are common as children prepare to 
leave a familiar setting or situation. 
Children need to express how they 
feel. Some may act fussy or whiney. 
Others may loose control, cry easily, 
or revert to habits you thought they 

This release was adapted from Effective Transition Practices: Facilitating 
Continuity, one of the series of Training Guides for the Head Start Learning 
Community published by the U.S. Department of Health and Human 
Services. Contact the Head Start Publications Center via FAX: 703-6835769 
for ordering information. 


NATIONAL ASSOCIATION for the EDUCATION of YOUNG CHILDREN Web: http://www.naeyc.org 
1509 16th Street, N.W., Washington, DC 20036-1426 202�232�8777 800�424�2460 FAX: 202�328�1846 


Handout 1: The Process of Adapting to Change 


StagesStages NeedsNeeds Thinking Feeling Acting 
Letting Go * Acknowledgement of 
accomplishments 
* Continuing support 
* Symbol of what is being 
left 
* Time to express feelings 
* Remember the past 
* Think about what you 
are leaving 
* Imagine leaving people, 
places, and things behind 
* Plan to leave some 
things and take others 
� Understand what you 
gained from the past 
* Not ready for change 
* Emotional attachment to 
the way things have been 
* Sadness about leaving 
* Pride in accomplishments 
* Appreciate personal 
growth from experiences 
* Appreciate relationships 
that will continue to 
� Resist change 
* Behave in routine ways 
� Express feelings and 
thoughts about past 
experience 
* Celebrate 
accomplishments 
� Physically leave setting 
and end old role 
provide support � End some relationships 
and continue others 
Uncertainty * Accurate information 
* Encouragement 
* Acknowledgement of 
skills and strengths 
* Time to express 
feelings 
* Doubt ability to cope 
with change 
* Believe that you need 
others to guide and 
support you 
* Imagine what will be 
expected when the 
* Unable to adapt 
* Insecure 
* Want information 
* Confused 
* Anxious 
* Anticipation 
* Anxiety 
� Express feelings and 
thoughts 
� Ask questions 
� Seek help 
� Delay or hesitate to take 
steps towards change 
* Test some new behaviors 
change occurs * Out-of-place 
� Imagine many ways that * Excitement 
you might act, feel, and * Hopeful 
relate when the change 
occurs 
Taking Hold � Direction 
� Feedback 
� Challenge 
� Positive results 
* Plan strategies to get 
help with the change 
* Clarify expectations 
* Evaluate response to 
behavior 
* Modify strategies 
* Believe you know how to 
* Accepted 
* Ready for change 
* Able to adapt 
* Want to learn 
* Encouraged 
* Hopeful 
* Confident 
� Change behavior as 
directed or according to 
others' response 
� Gradually ask for less 
help 
� Take initiative 
-
act in new setting 
* Understand new 
experiences promote 
personal growth 

p~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. 


Module 1: Transition and Change 

Handout 4: Addressing Change 

Letting Go 

C: Identify differences between settings for child and family. 
C Plan celebrations that acknowledge accomplishments. 
E Provide opportunities for sharing feelings about the transition. 
C Give a symbolic remembrance to those leaving the setting. 
O Invite children and families back to the setting for special events. 
[] Encourage children and families to maintain friendships with peers. 
O Provide ongoing support to child and family. 

Uncertainty 

[] Arrange visits to meet the new caregiver in the new setting. 
D Help the child know what the new setting will be like. 
O Provide information to parents about the new setting, including their role in it. 
L Provide information to parents on how to support their child in transition. 
D1 Assess child's developmental ability to cope with change. 
[] Gradually introduce changes in current setting to prepare child for new one. 
[L Provide ongoing support to child. 
[] Develop a plan for ongoing family services. 


Taking Hold 

C Communicate information about the child to new caregiver. 

D Encourage the family to share information about the child with new caregiver. 

D Transfer child and family records with parental consent. 

D Arrange joint transition planning meetings. 

El Create a welcoming environment for children and families. 

C Incorporate familiar practices from old setting into new setting. 

D1 Assess effectiveness of strategies in helping the child adjust to new setting. 

D Revise strategies based on child's adaptation to new setting. 

C Provide ongoing support to child and family. 

E Exchange information about the child on an ongoing basis. 

Effective TransitionPractices:FacilitatingContinuity 


Module 1: Transition and Change 

Handout 3: Children and Change 

Note: Be sensitive to issuesof confidentiality. Use this handoutto interview staff. If you observe the 
child orfamily, make notes on a sheet ofpaper. 

Child's Name and Age: 
Family Change: 

1.In general, how has the child reacted to the change? 
2. What specific changes in behavior have been observed? 
3. What has the child said about his or her feelings and thoughts? 
4. What strategies has the family used to help the child cope with the change? 
5. What strategies has the program staff used to help the child cope with the change? 
6. What strategies seem to help the child? 
7. What strategies do not seem to help the child? 
Transitionand Change