Transition Ideas for Childcare: Simple Routines & Inclusive Support

Transition ideas for childcare can help children move more smoothly between play, group time, meals, rest and other daily routines.

Transitions can sometimes be challenging, especially when children need to stop an enjoyable experience or wait for others. Therefore, predictable cues, short activities and simple responsibilities can help children understand what is happening next.

In addition, educators can adjust transition strategies to support different ages, abilities and individual needs.

Simple Transition Ideas

Age / Group	Transition	Transition Idea	Inclusive Support
Junior Kindy	Play → Group Time	Use a familiar pack-away song and invite children to put one or two items away before joining the group.	Show a simple visual: Play → Pack Away → Group Time. Allow children to sit nearby if joining the group immediately feels difficult.
Junior Kindy	Group Time → Morning Tea	Call children in small groups to wash their hands instead of sending everyone at once.	Show a handwashing picture or gently prompt individual children when it is their turn.
Junior Kindy	Outdoor → Indoor	Use a movement transition such as “Walk like a penguin” or “Tiptoe to the door.”	Give children a warning before stopping play: “Two more turns, then inside.”
Junior Kindy	Lunch → Rest Time	Use a familiar book, quiet song or calm music before moving to beds.	Allow children who need movement to help carry bedding or complete a quiet movement activity first.
Senior Kindy	Play → Group Time	Give a 5-minute warning, followed by a 2-minute warning.	Photograph unfinished constructions so children know they can return to them later.
Senior Kindy	Group Time → Morning Tea	Ask a quick question, colour prompt or simple guessing game while children move in small groups to wash their hands.	Children can point, gesture or move when their name is called instead of needing to answer verbally.
Senior Kindy	Outdoor → Lunch	Give children simple jobs such as collecting hats, counting drink bottles or helping prepare the area.	Jobs can give children who find waiting difficult a clear purpose during the transition.
Senior Kindy	Lunch → Quiet Time	Introduce a short book, breathing activity or gentle stretching.	Offer different quiet options such as books, cushions or a calm space where appropriate.
Pre-Prep / Kindy	Play → Group Discussion	Invite children to share one thing they were doing or discovering during play.	Children can bring an object or photograph instead of explaining verbally.
Pre-Prep / Kindy	Group Time → Meal	Use simple counting or problem-solving questions while children move to the next routine.	Use real objects or visual numbers for children who benefit from concrete support.
Pre-Prep / Kindy	Outdoor → Indoor	Ask children to notice one thing outside before coming in: something green, moving or making a sound.	Children can point or show rather than speak.
Pre-Prep / Kindy	Activity → Pack Away	Give small groups responsibility for specific areas such as blocks, books or dramatic play.	Use clear instructions such as “Put the cars in this basket” rather than a broad instruction like “Clean everything.”

Quick Transition Activities

Transitions do not always need to be waiting time.

A short activity can keep children engaged while others are getting ready.

Find Something…

Ask:

“Can you find something red?”

“Can you find something round?”

For older children:

“Can you find something that starts with B?”

Movement Transition

Try:

“Can you hop to the mat?”

“Can you walk like an elephant?”

“Can you tiptoe to the bathroom?”

This can be particularly helpful for children who find it difficult to stop moving suddenly.

Guessing Game

Try a simple clue:

“I am thinking of an animal. It has four legs and says woof.”

Children can guess while waiting for the next small group to move.

Counting

Count:

children
cups
chairs
drink bottles
steps to the door

For younger children, simply count together.

For older children, introduce simple questions such as:

“We have five children. How many cups do we need?”

Songs

Use a familiar song as a predictable cue.

For example:

“When the song finishes, it will be time to wash our hands.”

Songs can help children understand that one part of the routine is finishing and another is about to begin.

Inclusive Transition Tips

Making Transitions More Inclusive

Not every child will respond to transitions in the same way. For example, some children may need extra warning before an activity finishes, while others may find waiting or large-group transitions difficult.

Simple supports can include visual schedules, First–Then language, transition warnings, small-group transitions and simple responsibilities.

Instead of expecting every child to transition in exactly the same way, educators can consider what helps each child understand, participate and feel prepared for what happens next.

ACECQA also highlights the importance of predictable routines, visual supports and appropriate adjustments when supporting children during transitions.

Link to ACECQA guidance on continuity of learning and transitions:
ACECQA – EYLF Continuity of Learning and Transitions

Give a Warning

Instead of suddenly saying:

“Pack away now.”

Try:

“Five more minutes of play.”

Then:

“Two more minutes, then we are packing away.”

This gives children time to prepare for the change.

Use Visuals

Simple pictures can show what is happening next.

For example:

PLAY → PACK AWAY → GROUP TIME

TOILET → WASH HANDS → LUNCH

Visual routines can be particularly helpful for children who find verbal instructions difficult to process.

Use First–Then Language

Keep it simple:

“First pack away, then outside.”

“First wash hands, then morning tea.”

This helps make the next step clear and predictable.

Give Children a Job

Some children find waiting harder than the transition itself.

Give them a small role:

“Can you carry the book basket?”

“Can you help me count the cups?”

“Can you take this visual card to the mat?”

A job gives the child a clear purpose.

Allow Different Ways to Participate

During group transitions, children may not all need to participate in exactly the same way.

A child might:

sit on the mat
sit on a chair
stand nearby
watch from a short distance
hold a prop
join for only part of the experience

The goal is meaningful participation rather than making every child look the same.

Reduce Waiting

Long waiting periods can make transitions more difficult.

Instead of moving the whole group at once, try:

Small group 1 → wash hands

while the remaining children continue a song or short activity.

Then:

Small group 2 → wash hands

This can reduce crowding, waiting and frustration.

Quick Reminder

When a transition is difficult, ask:

Does the child know what is happening next?

Did they have enough warning?

Are they waiting too long?

Would a visual, job or movement activity help?

Could the group transition in smaller numbers?

Sometimes changing the routine can be more effective than repeatedly asking a child to follow it.

Related Resources

Childcare Observation Examples: Past, Present & Future Planning

Simple examples to help educators recognise learning and plan meaningful next steps.

How to Write a Simple Daily Write-Up in Childcare

A quick structure for turning everyday experiences into meaningful learning updates.