Transitions, moving from one activity to another, can be very tricky for many children with language delays. It can be a time of stress and confusion as they can be unsure of what is going to happen next. If they are doing an activity they really enjoy, it can be hard to do something less engaging. For those children who don’t like change, even the small transitions in the classroom can be overwhelming. Here are some suggestions to help them move from activity to activity more successfully.
Use Objects as Transition Aides.
Some children have difficulty understanding that a picture means we are going to do something different. Giving them an object such as a ball to mean we are going outside or to the gym. Giving the child something to hold in their hands can help give them something to do as they are moving from one area/activity to another. It can also work as a reminder of what you are going to so next or where you are going. This can help increase understanding of what is going to happen and reduce the stress of the unknown.
Some examples include. Giving them a letter means it circle time. Use these objects only for transitions. The ball, for example, that you use as a transition tool is ONLY used as a transition tool. It can be too confusing to use it as a transition tool and a toy. As well children with limited vision respond well to real objects because they are 3D and can feel the different shapes.
Use Visuals
Visuals can be a great tool to help with transitions. They help create predictability. They allow the child to know what is coming next. They help build understanding of what is going to happen during the day. If used regularly, they become part of the routine around that transition. You can use drawings, photos, or written words to help let children know what is going to happen next. These visuals can be single pictures, first/next (first were going to do this one thing, then we’re going to do something different), or they can be a visual schedule.
For more information on visuals you can check out this post (click here) or check out this introductory book on visuals from TpT (click here).
Build a routine around the transition.
Transitions can be stressful because they can be unpredictable. The thing about transitions is that they are either baked into a routine or it is easy to make a routine for transitions. Routines help make a transition predictable which not only can reduce the stress of the change but they can help build language skills. Try to make the transition as similar as possible, use the same language, and the same order. This can help reduce some of the stress that occurs when changing from activity to activity.
Have a regulation break or activity before difficult transitions.
If the child struggles with a particular transition, it might be wise to look at doing a regulating activity before that transition. What that might look like will depend on the child and their regulation needs. For some children, it might be jumping on a trampoline or it might be drawing on a white board. Being regulated before doing an unregulated activity can keep the child a bit more regulated through the activity. Now this might add another transition which can be difficult.
Use Countdowns.
This tells the children when an activity is about to end, and It is a good start of a routine for a transitions. This is especially important if they are having a lot of fun. This let’s them wrap up what they are doing and get ready for the next activity. Timers and countdown clocks can help.
Use songs.

BONUS: Be creative. Not all of these are going to be effective. You may have to play detective and try a number of these tools or even invent some of your own.