Children in transition

In organizing one-day activities for young children, I have been struggling to make the transition, because the "behavior problems" of young children during this time are always constant.
Through the study of "0-8 years old (Chapter 3)" and work practice, I realize that the reason for this problem is the unreasonable organization of the teacher link, not the problem of children. Therefore, I made some improvements to the link transition and received good results.
At the end of the regional activity every morning, I usually collect toys first, then evaluate the game, then collectively wash and drink water, and finally carry out the next activity, which is a collective action from beginning to end. During this time, it is often fast to wait for slow movements, and to wait for confiscated. When evaluating, young children often have nothing to say because they do not understand the situation in other activity areas. Infants often chat in the toilet and make trouble in the bathroom. Teachers often worry about these behavioral problems. Now, I also use music as the conversion signal of the link, but the time for playing music is extended, and the single activity content in the link transition is changed to an activity content that can make multiple choices according to personal needs: children can listen Collect toys with music, and then go to wash and drink water. After drinking water, you can visit various activity areas or introduce your activities to others. Finally, the teacher ends the music according to the child's completion. After hearing the music, the children return to their seats and evaluate their activities. With this change, the waiting phenomenon when the children collect toys is gone, the confusion phenomenon is reduced, and some of them can be said in the evaluation.
The same is the use of music as a conversion signal, the evaluation can be started after 5 minutes, but now it can only start after 15 or 20 minutes. From the time point of view, the former seems to take a short time, but in fact it wastes the time that the children wait for each other. This implicit waste of time was neglected in the original organizational process. Now, we let the children actively choose the content of the activities according to their own needs, leaving the past to wait for the children to arrange for themselves, so that the child becomes the master of the transition. Learning to arrange time properly is especially important for those who are about to enter elementary school.
Each child has different personalities and needs, and the content of the selected activities will be different. In the original organization process of the transitional link, the opportunity of cultivating the personality development of the children was missed without fully considering the needs of the children. Now, regardless of the transition link after which activity, the teacher gives the time to the child, allowing the child to choose the content of the activity independently, which not only meets the child's reasonable needs, but also takes care of individual differences.