Diploma in Early Childhood Education and Care PDF

Running Head: Diploma in Early Childhood Education and Care
Diploma in Early Childhood Education and Care
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Diploma in Early Childhood Education and Care
Introduction
The article on Planning Transitions to Prevent Challenging Behavior provides an in-depth
discussion on how to address the prevalence of challenging behavior among children in a
learning setting. Essentially, the article associates the difficulties experienced by teachers in
dealing with the children's challenging behavior to lack of clear transition framework for the
activities of every day in the classrooms [ CITATION Hem08 \l 1033 ]. The authors indirectly accuse
the teachers of overlooking the need of preparing the schedule based on the time and activities of
every day which ought to be child-oriented. Critical to the discussion of the article is the view of
the authors in regards to the most popular and viable form of transitions.
Discussion
Evident from the very concise assertions in the article, this particular review was prepared from
an entirely broad-based perspective. The authors were trying to present a direct overview of the
framework for ensuring successful prevention of challenging behavior in children in a learning
context. I noted that the article was long and concise, however, I would ask the authors several
questions for clarification. First, what are the disadvantages of adopting the revised schedule for
transitions? Secondly, how effectively would the transition schedules accommodate the needs of
children with special needs? Thirdly, how flexible is the revised schedule of transitions in terms
of activities and time?
It is important to note that the issue of challenging behavior has a direct influence on the lives of
the children, especially in the learning setting [ CITATION Kur16 \l 1033 ]. It further captures the
cognitive and social aspects of a child’s development. The article tends to discuss in detail the
various transition activities for the children and how the challenging behavior could be
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Diploma in Early Childhood Education and Care
alleviated. I found it quite interesting in a couple of ways. For instance, the authors present a
success plan based on pre-determined questions. They include; what happens during transitions?
Can any transitions be eradicated? Do the children have something to do as they wait for the next
activity? The article gave a considerable amount of information showing the various daily
transition tips which could be adopted in an ordinary childhood learning setting. For example, on
arrival or hand washing time, children could be asked to move their name or picture from
“home” to “school” on an Arrival Chart. The authors also outline the advantages of the revised
schedule for transitions which include more time spent on child-directed events, minimized times
when all the children need to transition at the same time, longer center time to allow adults spent
more time in working with small groups or individual children. I found it highly recommendable
owing to the likelihood that children will be engaged thus reducing the possibility of the
challenging behavior occurring. However, I found it dissatisfying that the authors failed to give
the disadvantages of the revised transition schedule. Therefore, it would be obvious that the
article was written in such a way that it expresses one point of view in regards to the viability of
the revised schedule. As a critical thinker, I was dismayed that facts about the disadvantages
were not included so that the reader would be able to form objective opinions about the entire
subject. It is important to note that majority if not all authors, write to with an aim of promoting
their own agendas. However, I feel that this article could have been profoundly strengthened by
discussing both the advantages and disadvantages of the revised schedule of transition. This
would give the reader the opportunity to decide for himself or herself. More importantly, the
authors note that the children’s challenging behavior during transitions could be attributed to
how program staff formulates, plan and implement transitions [ CITATION Jia16 \l 1033 ]. For
instance, challenging behavior is more probably to happen when all the children transition in the
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