Moving from an Infant to a Toddler Child Care Classroom

Author(s): Susan L. Recchia and Kamila Dvorakova

Source: YC Young Children , Vol. 73, No. 3 (July 2018), pp. 43-49
Published by: National Association for the Education of Young Children (NAEYC)

Stable URL: https://www.jstor.org/stable/10.2307/26788980

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Caring
Joyful Learning
For and About
in Kindergarten
Infants and Toddlers

Moving from an Infant to a

Toddler Child Care Classroom
Embracing Change and Respecting Individual Differences

Susan L. Recchia and Kamila Dvorakova

Vera began to chase Demetri while yelling, “Demetri, Demetri!,” her arms spread wide toward
him. As Demetri laughed and ran away, Brian and Peter began to run after him. When Demetri
dropped to the floor, Brian and Peter dropped down on their backs and rolled around, too.
Then, Demetri ran to the sofa, with Brian following. When he caught up, Brian put his arms
around Demetri and leaned on him.

July 2018   Young Children 43

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 A Think carefully about transitions
t the time of this observation, Demetri had
been in the toddler room of a child care and
education center for about four months, having
transitioned from the center’s infant room. Following Transition experiences are major events in very
the center’s practice of moving children with a small young children’s lives that offer social and emotional
group of peers, Demetri transitioned from the infant challenges. Moving from the infant room to the toddler
room with two other children; one was Jeremiah, room requires children to leave the community they
who had been a close friend. However, the children know and enter one that may seem new and strange at
Demetri is playing with in the opening scenario are first. Children are expected to develop new relationships
older toddlers who have fairly easily become his new with peers and teachers, meet new classroom
playmates. As the following observation notes show, expectations, participate in new activities and routines,
Jeremiah had quite a different demeanor three months and follow new rules. Children go through the transition
after the move. process in different ways and at their own paces. Both
toddlers and adults need time to adjust to the change
A new teacher playing with the toddlers asked
(Merrill & Britt 2008). Observant, intentional teachers
Jeremiah if he wanted to make sand cookies
who provide individualized responses, guidance, and
with them. Jeremiah came closer and watched.
support can ease children through the initial discomfort
He began to walk away, looked out at the rest of
or newness of the transition to integrate into the new
the classroom, and then returned to the group.
classroom community (Adams & Parlakian 2010).
He stood next to Demetri who was looking at
him, but did not join the group in playing.

Jeremiah needed more time to play alone than Demetri, Observant, intentional teachers who
was less enthusiastic about joining in active play with provide individualized responses and
peers, and seemed to rely more on the adults in the
classroom to scaffold his social participation. These support can ease the transition.
differences in young toddlers’ behaviors as they moved
from one classroom to another attest to the importance It is common practice in many child care centers to
of considering children’s individual ways of becoming transition children at a particular age (such as 9 or 18
members of a new classroom community. months), or when they reach a particular milestone
(such as beginning to walk). Often these times in a
In this article, we describe what we learned from our
young child’s life parallel periods of emotional changes
yearlong observation of children’s transitions from the
in development, such as heightened stranger or
infant to the toddler classroom at a university-based
separation anxiety. If developmental changes are not
child care center (where the first author serves as faculty
considered holistically in the context of the particular
director). We offer suggestions for ways teachers can
child’s experiences and preparedness for moving into
support and guide the transition process, allowing
a new environment, timing can make the transition
children to successfully navigate changes at their own
more fraught.
pace. We illustrate diverse transition experiences using
anecdotes from our classroom observations as well as Some teachers do not consider the previous experiences
teacher interviews. that children bring with them from their past
classrooms. They interpret children’s learning based on
At the center we observed, each classroom serves
what is taking place in the present. Before children can
a mixed-age group of young children. In the infant
reach their previous level of comfort in a new classroom,
room, ages typically range from 2 months to 2 years.
however, they must adapt to the physical and social
In the toddler room, children might start as young as
features of the unfamiliar environment (Cryer et al.
21 months and can stay in this room beyond age 3.
2005). When the pace of the transition process can be
Decisions to move children from one room to another
dictated (at least in part) by the child and supported by
are made in collaboration with families and depend on
teachers who understand the potential challenges of
multiple factors, including the space available, the group
adjusting to a new space, the opportunity for a smoother
configuration, children’s developmental needs, and
and more satisfying process greatly increases.
families’ priorities.

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Individual children’s personal characteristics
influence their social behavior in new
situations. In novel situations, for example,
Three Keys for Transitions
some children’s responses may be
inhibited and mistakenly misinterpreted as
insensitivity or disinterest in others. Demetri
and Jeremiah responded quite differently to Teach
the transition process. Although they both expect ers’
Peer ps ations
eventually adjusted to their new classroom, nshi
they varied in terms of the pace at which they
relatio
felt comfortable transitioning, the intensity
with which they engaged in the process,
and the degree of support they needed from
their teachers.
Social
t
contex
Key components for the
transition process

Research has shown that educators

frequently become the main source of safety
and stability during transitions, a finding in
keeping with research on the importance of
secure parental and/or long-term caregiver
attachment (Howes, Philips, & Whitebook Adjustment to new classroom
1992; Elicker & Fortner-Wood 1995).
Transitioning children’s attention often is
focused on adults, because the teachers offer
emotional support in the new environment Teachers’ expectations
(Howes & Hamilton 1993). The degree to which early
Depending on the age range of children, the size of
childhood teachers can take an individualized, child-
the group, and specific features of the classrooms,
centered approach and follow the children’s lead in the
teachers’ expectations and interactions differ across
transition process can make a meaningful difference
care environments. At the center we observed, teachers
in accommodating the diverse ways that children
arranged the infant room to offer more space for
experience and cope with challenging times (Recchia
assistance and personalized care, while the toddler
2012; Recchia & Dvorakova 2012; Recchia & Shin
room teachers focused more on encouraging children
2012). Our observations suggest that different children
and giving them freedom, supporting children’s
need different things from their teachers to support
individual paces of social learning and exploration. As
classroom transitions. For many children, establishing
a result, the transition process required children to
a secure relationship with at least one teacher may be
not only form relationships with new adults but also
a necessary component to fully realizing relationships
to relate to both the children and the adults in their
with peers (Howes & Hamilton 1993).
classrooms in a new way (Brady-Smith & Ohseki 2000;
Based on our observations and experiences, we suggest Recchia & Dvorakova 2012).
attending to three key components of the transition
For Jeremiah, establishing a secure relationship
process: teachers’ expectations, peer relationships,
with a primary caregiver helped prepare for later
and social context. Each is discussed below with an
peer relationships. In the infant room, Jeremiah was
emphasis on supporting children’s adjustment to the
frequently observed in the proximity of adults, who
new classroom setting.
often created “a bridge between Jeremiah and his
peers. . . . The children need [adults] to connect them

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 to each other or to communicate” (Interview, infant be close to caregivers, he began more frequently to leave
teacher #2). Adults’ support helped Jeremiah be more their proximity and explore the classroom.
social and friendly; he participated in group activities
when they were arranged by caregivers. Peer relationships
In the toddler classroom we observed, peers were the
In the toddler room, Jeremiah regularly showed signs
primary models of social behavior. As a result, new
of interest in other children as he intently watched or
members of the social community learned how to behave
imitated their movements, but he did not join them even
and play in the space mainly through observation and
when an adult offered to accompany him. Jeremiah
participation (Edwards 2005). Children who have an
seemed to be “protecting his own territory and . . . into
easier time engaging with the peer group from the start,
whatever he was doing himself” (Interview, toddler
like Demetri, seem to have a social advantage in the
teacher #4). One of the teachers shared how it was
transition process.
difficult to interpret Jeremiah’s behavior.
In the infant room, Demetri had an even-tempered
Jeremiah’s reluctance to interact with peers was
approach to both teachers and peers. At the start of the
challenging. . . . [It] forced me to rethink my ideas
transition process, he showed occasional disorientation
of what smooth transition [and participation in
in the new space but Demetri still displayed his typical
the classroom] should look like. . . . Defining him
calm demeanor. His interests seemed to parallel those
as a reluctant peer in a way also says something
of several other children. Soon after the transition, a
about what my expectations are for the kids when
teacher described Demetri as “watching [other children]
they arrive in the new classroom. (Interview, tod-
a lot and sometimes trying to join, but he can’t quite keep
dler teacher #4)
up. . . . He does pay really close attention to what they
With teachers’ support, Jeremiah slowly began to do and then sort of tries it on his own, in his own way”
relax in the classroom and was more often seen in the (Interview, toddler teacher #4).
presence of his peers. By the end of his first semester in
Demetri continued to strengthen his social skills in the
the toddler room, although Jeremiah still preferred to
toddler classroom, and he frequently engaged in several
different activities. The older children accepted him into
their play for the most part. Even in the face of potential
conflicts, Demetri became comfortable enough to stand
his ground. Furthermore, he willingly expressed his
thoughts and emotions.
After lunch, Demetri asked several times for
Brian. Since Brian was outside in the hallway, the
teacher suggested that Demetri could go and
say bye to Brian before going to sleep. Demetri
went with a caregiver to find Brian; she said,
“Demetri wants to tell you something.” Brian
looked at Demetri and said, “What, Demetri?”
Demetri said, “Bye, bye, Brian!” Brian responded.
The caregiver asked if Demetri wanted to
give Brian a hug, and they both nodded and
hugged each other for a couple of moments.
(Observation notes, 4 months after transition)

In contrast, even in the infant room, Jeremiah tended

to withdraw from social situations and return to his
own space. Demetri was the only child with whom
he regularly interacted. Sometimes Jeremiah tried
to reach out to Demetri, but he did not always get a
reciprocal response. At the beginning of the transition

46 Young Children   July 2018

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period, Jeremiah seemed to need security from a peer negotiate the new social context, some children needed
relationship. During initial visits to the toddler room, more support. Amy, who transitioned with Demetri and
we often observed him staying close to Demetri. Jeremiah, was particularly dependent on adults to help
In the park, Demetri and Jeremiah were playing her settle into the toddler context socially.
in the sandbox. When Demetri wandered from
During initial visits to the toddler room, Amy spent
the sandbox, Jeremiah followed exactly the
most of her time independently playing without
same path, then walked toward a climber
adults’ assistance. As time progressed, Amy was
where Demetri was with a caregiver.
seen interacting socially mainly with toddler room
(Observation notes, early transition visit)
caregivers and practicum students. Temporarily, Amy’s
concentration on caregivers intensified, and sometimes
To facilitate the change and provide she requested an adult’s attention regardless of the
circumstances. Later on, although Amy remained
a sense of peer support, a group of persistent in seeking teachers’ attention, she began
children is usually moved together. to spend more time in the proximity of her peers,
particularly when adults were present. The following
observation describes such a situation.
When Jeremiah officially entered the toddler room, he
Amy was playing with a caregiver,
became more passive and did not play with Demetri
putting on a beaded necklace and
as frequently as he had in the infant
watching herself in the mirror.
room. After several months,
When another teacher started to
when Jeremiah seemed to feel
read the book Baby Beluga to a
more adjusted to the new
group of toddlers, Amy ran to
environment, there was them and said, “That’s my
a subtle continuation baby beluga, that’s mine.”
of his and Demetri’s The teacher tried to
connection, which often explain to her that the
took place with adults’ toddlers were reading
facilitation. He slowly the book, and that she
started to join group could join them or have
activities, particularly the book afterward.
those in which Demetri Amy stood next to the
was engaged. teacher while she read
the story to the children
Social context and waited for her turn to
Throughout our observations, have the book. (Observation
the differences in the social notes, 3 months after transition)

contexts of the classrooms—such

As Amy began to settle into the toddler
as classroom rituals and routines—affected
room, she maintained her independent play approach,
children’s adjustment (Brady-Smith & Ohseki
but she also began to imitate peers’ play. Still, Amy
2000; Recchia 2012; Recchia & Dvorakova 2012). In
behaved differently with the new toddlers than she did
comparison with the infant room, where babies were on
with familiar peers from the infant room. With new
more individual schedules, some activities in the toddler
community members, Amy was more reserved.
room (such as having lunch and napping) involved the
whole group. Demetri and Jeremiah seemed to adjust to When playing in the sandbox, Amy became
aware that Oliver (a new peer) took her shovel.
more structure in routine activities fairly easily.
She followed him up the stairs of the climber
Many social activities were less structured or scaffolded where he was banging bars with the shovel.
by the teachers, however, which resulted in fewer When she reached the top, she looked at him,
opportunities for social exchanges for some children. To turned around, and returned to the sandbox.
(Observation notes, early transition visit)

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 However, she asserted herself with Demetri, showing group with some older children. To facilitate the
that she was willing to engage in conflict with a change and provide a sense of peer support, a group
familiar child. of children is usually moved together. For several
Amy picked up Demetri’s truck from the weeks, children gradually spend increasing amounts of
floor and Demetri said, “No, no.” Amy did time visiting the toddler room with one of their infant
not respond. When the caregiver suggested room teachers, to support their comfort level in the
giving the truck back to Demetri, she said, less familiar environment. As infant teachers begin
“No, no,” and held the toy tightly. (Observation to step back, toddler teachers bond with the children,
notes, 2 months after transition) and the children take on new responsibilities in the
toddler room.
By the end of our study, Amy was still mostly
communicating with teachers, indicating that she Center staff members also make an effort to work
required ongoing support to adjust to the toddler social closely with families throughout the transition process.
context. One teacher noticed that she was suggesting They arrange family conferences with teachers from the
and participating in more group activities: “A lot of her sending and receiving classrooms, and keep families
communication and interaction will be pointed at the updated on their children’s daily transition experiences.
teacher more than at the peers, but as the group comes
The following suggestions provide more
around her, she is more often . . . the one to suggest what
support regarding the day-to-day aspects of the
[activities] we do” (Interview, toddler teacher #4).
transition process.

Lessons learned: Promoting ›› Plan for the children and one of their infant teachers
optimal transitions to visit the new classroom on a regular basis for at
least a month before the actual transition, gradually
increasing their time in the room. Some children may
The center we observed has many guidelines in place require more time and a more gradual entry into a new
to facilitate optimal transitions. During the transition classroom than others. Let the children discover the
process from the infant to the toddler room, teachers new materials and activities at their own pace and with
from both classrooms, in collaboration with families, the level of scaffolding they need.
discuss when children are developmentally and socially
ready to move on to the new classroom. The group ›› Find reasons for transitioning children to make
specifically considers children’s interest in playing with short trips to the new classroom before the transition
peers, their ways of engaging in social and cognitive process, providing more opportunities for interaction
learning activities, and their communication skills as and increasing familiarity with the environment.
important indicators of readiness to move to a larger

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›› Take advantage of opportunities to call the children’s References
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About the authors
transition experiences and smooth changeovers.
Susan L. Recchia, PhD, is a professor of early childhood/
It is particularly important for teachers to carefully special education at Teachers College, Columbia University, in
observe and provide individualized support for New York City. She also serves as faculty director of the Rita
Gold Early Childhood Center, a university-affiliated center for
children as they navigate classroom transitions.
early care and education. [email protected]
As transitions in most child care centers occur on
a regular basis, they need to be understood as a Kamila Dvorakova, PhD, is a psychologist in the Czech
developmental task that adults’ can carefully support Republic at Charles University and the Czech National
Institute for Mental Health. She develops universal prevention
and guide, allowing children to successfully navigate and well-being projects in education that aim to strengthen
changes at their own pace. children’s self-awareness, self-regulation, cognitive flexibility,
and compassion. [email protected]

Photographs: p. 43 © LaTisha Flowers; pp. 46, 48, © Julia Luckenbill; p. 47, © Getty Images

Copyright © 2018 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.naeyc.org/resources/permissions.

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