Current Status and Optimization Pathways for Organizing Transition Periods in the Daily Routine of Younger Kindergarten Children

Abstract

In kindergarten education, transition periods in children's daily routines are key time slots that connect different activities and help children move smoothly from one activity to the next. These periods include moving from indoor to outdoor activities, the time before and after snacks/meals, and switching between teaching activities, among others. They play an indispensable role in maintaining order in daily kindergarten operations and improving educational quality. The study found several issues in transition periods for younger classes, including: overly long total transition time and chaotic transitions; uncreative content and monotonous organization; excessive teacher control and leadership during transitions resulting in low child participation and interest; teachers' lack of awareness of providing advance transition cues leading to children having nothing to do; and teachers being so busy managing transitions that they pay insufficient attention to children's emotions. Accordingly, this paper proposes countermeasures such as shortening transition time through effective and planned transitions, enriching transition content and organizational forms, negotiating transition rules with children, enhancing teachers' awareness of providing advance transition cues, and using multiple methods to regulate children's emotional fluctuations.