Resources for Teaching and Learning through
Routines and Transitions
Young Children articles and books from NAEYC
Allred, K., R. Briem, & S. Black. 1998. Collaboratively addressing needs of young children with disabilities. Young Children 53 (5): 32–36.
Bove, C. 1999. L’inserimento del bambino al nido (Welcoming the child into child care): Perspectives from Italy. Young Children 54 (2): 32–34.
Briody, J., & K. McGarry. 2005. Using social stories to ease children’s transitions. Beyond the Journal—Young Children on the Web. www.journal.naeyc.org/btj/200509
Colker, L.J. 2005. The cooking book: Fostering young children’s learning and delight. Washington, DC: NAEYC.
Daniel, J.E. 1993. Infants to toddlers: Qualities of effective transitions. Young Children 48 (6): 16–21.
Daniel, J.E. 1995. New beginnings: Transitions for difficult children. Young Children 50 (3): 17–23.
Daniel, J.E. 1998. A modern mother’s place is wherever her children are: Facilitating infant and toddler mothers’ transitions in child care. Young Children 53 (6): 4–12.
Dombro, A.L. 2004. Reflections from the polar night. Young Children 59 (5): 63–65.
Dombro, A.L., & P. Weis-Fogh. 2004. Child care on top of the world. Young Children 59 (1): 86–90.
Fenlon, A. 2005. Collaborative steps: Paving the way to kindergarten for young children with disabilities. Beyond the Journal—Young Children on the Web. www.journal.naeyc.org/btj/200503
Fine, P.D. 1999. Caregivers’ Corner: Successful separations for preschoolers. Young Children 54 (3): 58–60.
Gable, S. 1999. Promote children’s literacy with poetry. Young Children. 54 (5): 12–15.
Gonzalez-Mena, J. 2004. What can an orphanage teach us? Lessons from Budapest. Young Children 59 (5): 26–30. http://journal.naeyc.org/btj/200409
Guha, S. 2002. Integrating mathematics for young children through play. Young Children 57 (3): 90–92.
Harris, T., & J.D. Fuqua. 2000. What goes around comes around: Building a community of learners through circle times. Young Children 55 (1): 44–47.
Hyson, M. 2005. Professional development. Enthusiastic and engaged: Strengthening young children’s positive approaches to learning. Young Children 60 (6): 68–71.
Jervis, K., & B. Polland. 2007. Separation: Supporting children in their preschool transitions. Washington, DC: NAEYC.
Jones, N.P. 2005. Big jobs: Planning for competence. Young Children 60 (2): 86–93. http://tyc.naeyc.org/articles/bigjobsYC.asp
Loomis, C., & J. Wagner. 2005. A different look at challenging behavior. Young Children 60 (2): 94–99.
McGann, J.F., & P. Clark. 2007. Of Primary Interest. Fostering positive transitions for school success. Beyond the Journal—Young Children on the Web. www.journal.naeyc.org/btj/200711
Meier, D., & A. Schafran. 1999. Strengthening the preschool–to–kindergarten transition: A community collaborates. Young Children 54 (3): 40–46.
Meriwether, L. 1997. Math at the snack table. Young Children 52 (5): 69–73.
Miller, K. 2005. Simple transitions for infants and toddlers. Beltsville, MD: Gyphon House. Available from NAEYC.
Moravcik, E. 2000. Music all the livelong day. Young Children 55 (4): 27–29.
Murray, C.G. 2000. Learning about children’s social and emotional needs at snack time: Nourishing the body, mind, and spirit of each child. Young Children 55 (2): 43–52.
New, R.S. 1999. Here, we call it “drop off and pickup”: Transition to child care, American style. Young Children 54 (2): 35–36.
Petersen, D. 2000. Using transitions to promote literacy in preschool and primary classrooms. Young Children 55 (4): 24–26.
Pica, R. 2006. Physical fitness and the early childhood curriculum. Young Children 61 (3): 12–19.
Ratcliff, N. 2001. Use the environment to prevent discipline problems and support learning. Young Children 56 (5): 84–88.
Riojas-Cortez, M., B.B. Flores, & E.R. Clark. 2003. Los niños aprenden en casa: Valuing and connecting home cultural knowledge with an early childhood program. Young Children 58 (6): 78–83.
Selman, R. 2001. Talk time: Programming communicative interaction into the toddler day. Young Children 56 (3): 15–18.
Soundy, C.S., & N.L. Stout. 2002. Pillow talk: Fostering the emotional and language needs of young children. Young Children 57 (2): 20–24.
Taylor, S.I. 2004. Let it be! Japanese preschoolers rule the classroom. Young Children 59 (5): 20–25.
Thornton, C., & J. Sutterby. 2005. It doesn’t just happen! Essential contributions from playgrounds. Young Children 60 (3): 26–33.
Vance, E., & P.J. Weaver. 2002. Class meetings: Young children solving problems together. Washington, DC: NAEYC.
Woodward, C., G. Haskins, G. Schaefer, & L. Smolen. 2004. Let’s talk. Young Children 59 (4): 92–95.
Other articles, books, journals, and resources
Araújo, N., & C. Aghayan. 2006. Easy songs for smooth transitions in the classroom. St. Paul, MN: Redleaf Press.
Diffily, D., & C. Sassman. 2004. Teaching effective classroom routines: Establish structure in the classroom to foster chidren’s learning. New York: Scholastic.
Etheridge, E.A., & J.R. King. 2005. Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal 32 (5): 291–96.
Evans, B. 2007. “I know what’s next!” Preschool transitions without tears or turmoil: The teacher’s idea book series. Ypsilanti, MI: High/Scope Press.
Feldman, J. 1995. Transition time: Let’s do something different! Beltsville, MD: Gryphon House.
Feldman, J. 2000. Transition tips and tricks for teachers. Beltsville, MD: Gryphon House.
Hayes, K., & R. Creange. 2001. Classroom routines that really work for preK and kindergarten. New York: Scholastic.
Henthorne, M., N. Larson, & R. Chvojicek. 2000. Transition Magician 2: More strategies for guiding young children in early childhood programs. St. Paul, MN: Redleaf Press.
Larson, N., M. Henthorne, & B. Plum. 1994. Transition Magician: Strategies for guiding young children in early childhood programs. St. Paul, MN: Redleaf Press.
Malenfant, N. 2006. Routines and transitions: A guide for early childhood professionals. St. Paul, MN: Redleaf Press.
Pica, R. 2003. Teachable transitions: 190 activities to move from morning circle to the end of the day. Beltsville, MD: Gryphon House.
Smith, B., & A. Smith. 2006. 101 learning and transition activities. Clifton Park, NY: Thomson Delmar Learning.
Wittmer, D.S., & S.H. Petersen. 2006. Infant and toddler development and responsive program planning: A relationship-based approach. Upper Saddle River, NJ: Merrill/Prentice Hall.
Online resources
Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has a number of free resources and articles, including several “What Works Briefs” on topics related to routines and transitions. www.vanderbilt.edu/csefel
Zero to Three offers numerous online resources for professionals and families. Click on Key Topics to find information and resources about child development from birth through age three and responsive caregiving in the early years. www.zerotothree.org
Beyond the Journal—Young Children on the Web, May 2008.
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