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Again, this feels very adult-centred. It just seems like the children are not very cooperative with the educators at these times, and you want to make them more cooperative so it's not so difficult for the educators.

Again, you need to rethink this perspective. What are the children feeling/thinking at these times? I think you need to spend more time trying to understand their behaviours - WHY are they doing these things?

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There is scope here for you to think more about the children's perspective. I would encourage you to choose one of the 'transitions' you identified below and focus on that, rather than trying to tackle all of these different issues. Also, I'm not convinced that the issue you are talking about here is actually 'transitions', it seems more like caregiving routines to me. I think you need to do some more reading on this.

Also I'm not sure about some of these definitions.

Transition is fine.

Self-regulation needs work - usually best not to use the term in its own definition i.e. try to define self regulation without using the word regulation.

Emotional regulation - what's a 'comfortable range'? And what aspects of their emotions do they adjust? And how?

Executive functioning needs work.
What's the difference between 'shifting' and 'transitioning'? Working memory - a bit more explanation could be useful there. And I'm not sure about the accuracy of inhibition either. Was Williams (2018) the only reference you looked at for these definitions...? Maybe some wider reading might help here.

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What is a 'musical transition'? I'm not actually getting a clear sense of what you intend to do here. And you haven't provided a definition for this key concept.

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Williams’ (2018) article suggested that musical experiences are influential to children’s neurological development, such as emotional regulation and executive functions.

Informal musical experiences (less focus on musical theories) may also support children’s self-regulation, such as sustained attention and improved distress regulation (Williams, 2018).

Moore (2013) suggested that music is influential in the neurological areas associated with emotional processing. Listening to familiar and active music stimulates corresponding brain parts that are associated with emotional regulation and supports maintaining positive emotions.

Thus, using musical transitions may support children who refuse to participate in routines and help new-enrolled children to build positive experiences about the routines.

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Transition: the movement/shift from one activity to another or one location to another (Register & Humpal, 2007).

Self-regulation: a range of processes related to the regulation of attention, behavior, and emotions (Williams, 2018).

Emotion regulation (ER): involves the internal process by which an individual manages their level of arousal, ensuring it remains within a comfortable range by adjusting various aspects of their emotions (Moore, 2013).

Executive function: coordinating skills including shifting, working memory, and inhibition (Williams, 2018).

Shifting: abilities to shift attention between different sorts of information or tasks (Williams, 2018).

Working memory: memory about sensory experiences when completing a task (Williams, 2018).

Inhibition: the ability to control reactions (Williams, 2018).

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Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0).

MacNaughton, G., & Williams, G. (2009). Singing. In Techniques for teaching young children: Choices for theory and practice (3rd ed.). Pearson Education Australia.

Moore, K. S. (2013). A Systematic Review on the Neural Effects of Music on Emotion Regulation: Implications for Music Therapy Practice. The Journal of Music Therapy, 50(3), 198–242. https://doi.org/10.1093/jmt/50.3.198

Parlakian, R., & Lerner, C. (2010). Beyond Twinkle, Twinkle: Using Music with Infants and Toddlers. YC Young Children, 65(2), 14–19. http://www.jstor.org/stable/42730563

Register, D., & Humpal, M. (2007). Using Musical Transitions in Early Childhood Classrooms: Three Case Examples. Music Therapy Perspectives, 25(1), 25–31. https://doi.org/10.1093/mtp/25.1.25

Williams, K.E  (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. IJEC 50, 85–100. https://doi.org/10.1007/s13158-018-0215-y

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Musical transition for infants and toddlers

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What is the influence of musical transition on the order of the classroom?

What is the influence of musical transition on new-enrolled infants and toddlers' behaviours?

To what extent does the use of musical transition influence young children's ability to anticipate and participate in transitions independently?

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Difficulties in transitions (eatting time)

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Difficulties in transitions (eatting time)

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I am currently working as a casual in infants and toddlers' room in a long day care centre. I often found it challenging sometimes during times of transition throughout the day. For example, some children would notice when the food trolley arrives and understand that it is time for morning tea/lunch/afternoon tea. They tend to run to the table and fight for chairs to sit down.

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Difficulties in transitions (nappy change)

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Difficulties in transitions (nappy change)

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Some children dislike the nappy change routine. They run away from educators when we are taking them to change their nappies. Our often-used strategy was to communicate with the child, allow them five minutes or longer to finish their play and prepare themselves for nappy change. However, the strategy is only sometimes efficient, as when I went back to the child and said it is now the time, the child may still refuse to change.

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It becomes busy and chaotic during nap times. The reason is that we often have two educators to clean up the lunch table (one indoor and one outdoor), two educators to change children's nappies and clothes before they go to sleep, and one educator to settle down children in the bedroom. So, some children who haven't had their nappies changed and those who refuse to go to bed may be running around in the room.

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Parlakian and Lerner (2010) and MacNaughton and Williams (2009) suggested that there is neuroscientific evidence that music triggers memories. For example, 8-month-old infants may recognise familiar rhymes after a two-week delay. They believe that offering children a regular opportunity to listen to the same song during specific occasions, like naptime, supports them in making connections between the music and the experience. Additionally, music may serve as a prompt to cue children into routines (MacNaughton & Williams, 2009).

In their research, Register and Humpal (2007) found that music can serve as a stimulant for smooth transition. For example, ECEC professionals often use familiar rhymes and new words to support children's smooth transitions from one routine to another. The outcome of their study suggested that children respond to transitions faster with the implementation of music.

Meanwhile, outcome 1.1 states that children’s engagement in familiar routines and smooth transitions support their sense of security.

Thus, musical transition may familiarise children with routines and transitions by predicting what is going to happen. Hence, supporting their sense of security and anticipate and participate in routines.

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Observations may be documented and evaluated to determine the effectiveness of the intervention (the implementation of music), such as children's reactions before and after the intervention. Data about activity levels, response time, consciousness of routines, anticipation and participation in transition will be collected to address the questions.

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New-enrolled children often find it difficult to settle down as they are not familiar with the routines. They do not know what is going on in the room.