Transitions can be very stressful for children. For some children, daily changes in routines are stressful, while others may notice only significant changes. However, most children will need some preparation for the transition from preschool to kindergarten. New beginnings are very important and are based on successful closure or endings. Well planned transitions can promote self-esteem and independence. The following approaches can reduce the child's stress level, increase confidence, and provide a smoother transition for all involved.

1. Share information between the sending and receiving team to provide a basis for similarity and continuity for the child. This can be done by videotaping the child throughout the day at the sending program. Videotaping provides a visual record of the child and demonstrates the child's skills and abilities across different activities. Verbal and written information should be shared. Site visits of the sending core team to observe the next environment as well as the receiving team to observe the child in the current environment should be conducted.
2. Offer knowledge of the child's areas of strengths and needs to be used to plan for successful school experiences. Identify preferences in activities, people, toys, and materials so the receiving team is familiar with the child.
3. Invite the child and family to visit the new classroom setting prior to the beginning of school (this may be done in conjunction with Kindergarten Round Up screenings or any other procedures the school district may have for kindergarten beginnings).
4. Teach the child needed transition skills to help prepare the child for dealing with the next classroom. This does not mean that if a child does not meet prerequisites, he or she is not appropriate for an inclusion placement. Classroom adaptations will need to be planned for the child's participation. However, by being aware of and using teaching strategies, many transition skills can be learned before the child enters the next environment. Thus increasing the child's preparation for the next setting. Skills such as recognizing their name, standing in line, sitting in group, following directions, attending to task, and interacting with peers are a few examples.
5. Provide experiences, toys and rewards that are familiar to the child. Identify and maintain some level of routine the child can readily identify.