Module 2 Handout 16

Module 2

Handout 16: Adapting Routines and Transitions*

With your classroom team, focus on a particular child who has difficulty with a routine (for example, circle time, eating) or transition (starting the day, getting ready to go home). Together, plan adaptations you can make to engage the child's interests and tap her strengths.

Child: Date:

Routine or transition where child has most difficulty:

How we handle the routine or transition now:

Does the child ever manage this routine or transition well? If so, under what circumstances (for example, who is with the child, time of day, etc.)?

How we can change what we do to make the routine or transition more comfortable for the child:

Remember, changes should be made gradually, over time, so children won't be overwhelmed.

*Adapted with permission from the Head Start Bureau. 1994. Responding to Children Under Stress: A Skill-Based Training Guide for Classroom Teams. Washington, DC: U.S. Department of Health and Human Services, Administration for Children, Youth and Families.

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Child:	Date:
Routine or transition where child has most difficulty:
How we handle the routine or transition now:
Does the child ever manage this routine or transition well? If so, under what circumstances (for example, who is with the child, time of day, etc.)?
How we can change what we do to make the routine or transition more comfortable for the child: