• Group time is a daily routine in most early childhood settings, yet many children struggle with transitioning into it.

• It is a crucial moment where educators can either gain or lose children's attention, engagement, and emotional regulation.

• In the preschool room where I currently work, the daily routine includes five group times, which can be quite demanding for young children. Although the structure of the day is predictable and familiar to them, the frequent requirement to shift focus and transition between activities presents a challenge. Many children still require support to successfully transition into group time, suggesting that while predictability is present, the sheer number of attention shifts throughout the day can be overwhelming and impact their willingness to participate.

• While music and verbal warning strategies are already in place, I would like to explore how visual supports might enhance the transition process.

  
  

• Key terms / concepts to define:

  • Transition routines

  • Group time

  • Emotional regulation

  • Predictability and routine in early childhood

  • Visual schedules / environmental cues/ Visual cues

    
    

  
  

Dunlop (2018) highlights that transitions are inherently challenging periods for young children, as they involve adjusting to new expectations, routines, and relationships. She argues that poorly managed transitions can disrupt children’s sense of belonging and create vulnerability, while well-supported transitions foster continuity of learning, resilience, and identity development.

This is highly relevant to my PI, as daily transitions into group time are “mini-transitions” that carry the same challenges of unpredictability and adjustment, as stated by Dunlop (2018). Using this framework positions my inquiry within a broader recognition that transitions are critical moments requiring intentional support to promote security and engagement in preschool settings.

Peters, B. (2025). The power of predictability: Examining the impact of structured routines on behavior and attentiveness in early childhood education (Master’s thesis, Northwestern College - Orange City). Northwestern College Repository. https://nwcommons.nwciowa.edu/education_masters/525

Peters (2025) explored how structured and predictable routines influence the success of transitions in early childhood classrooms. Through interviews with nine preschool teachers, the study found that transitions are smoother when children know what to expect, supported by consistent sequences, clear expectations, and advance warnings such as countdowns or songs. Teachers emphasized that visual supports, like picture schedules and routine charts, were especially useful for children.

This article addresses the challenges associated with transitions and highlights the importance of predictability in early childhood settings. While it focuses primarily on structured routines, it also opens up opportunities for exploring additional strategies such as visual supports—an area that closely aligns with the focus of my practitioner inquiry.

Reis, E. A. (2018). The effects of picture activity schedules on transition times in an inclusive preschool classroom (Master’s thesis, University of Kentucky). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education, 65. https://uknowledge.uky.edu/edsrc_etds/65

Reis (2018) conducted a single-subject study to examine the effectiveness of Picture Activity Schedules (PAS) in reducing transition times within an inclusive preschool classroom. Four children aged three to five participated, three with developmental delays and one typically developing. Each child’s most challenging daily transitions (e.g., moving from carpet to lunch, or outdoors to indoors) were targeted. During intervention phases, children were shown individualised picture schedules depicting the steps of the transition, and they independently moved each picture to a “finished” column once the step was complete. Results showed that PAS significantly decreased transition times for some children, reduced challenging behaviours such as refusal or crying, and increased independence.

This research is highly relevant to my PI, as it demonstrates how visual supports can make transitions more predictable, engaging, and efficient. It also shows that such strategies benefit both neurodiverse and typically developing children, aligning with inclusive practice.

How does visual aids support smoother transitions into group time for preschool children aged 4-5 years old.

What types of visual aids can better support children's willingness to participate in group time for preschool children aged 4-5 years old.

what types fo visual aids can support smoother transitions into group time for preschool children aged 4-5 years old.

Changes: Timer, Electronic screen countdown, picture structure (showing the group time is coming), name tags( when children are ready to join, they put their name tags in the basket, located on the group time mat).....

Types of data:

• Short observations or time-samples of children’s behaviour before/after group time begins.

• Educator team reflections or feedback loops.

• Observational time-samples of transition duration (how long it takes children to settle on the mat).

• Notes on children’s emotional responses (calm, resistant, anxious) during transitions.