Preschool teachers' views on in-classroom transitions in inclusive preschool classrooms

Keywords: Preschool, in-classroom transition, mainstreaming/inclusion, children with special needs


The aim of this research is to examine in-classroom transitions in inclusive preschool classrooms and to identify teachers’ needs for in-classroom transitions. The research was conducted based on descriptive analysis in the qualitative research model and it was tied to put forward by the views of preschool teachers about transitions. Data were collected through semi-structured interviews with 15 preschool teachers working in independent kindergartens in different districts of Ankara. For this purpose, the study group was asked open-ended questions about in-classroom transitions and by this way their opinions about transitions were examined in depth. 11 themes were obtained from interviews and the data obtained were analyzed with an inductive approach. The findings were discussed within the framework of the literature.


Download data is not yet available.


Akalın, S., Demir, S., Sucuoglu, B., Bakkaloglu, H., & İscen, F. (2014). The needs of inclusive preschool teachers about inclusive practices. Eurasian Journal of Educational Research, 54, 39-60.

Banda, D. R., & Kubina Jr, R. M. (2006). The effects of a high-probability request sequencing technique in enhancing transition behaviors. Education and Treatment of Children, 29(3), 507-516.

Banerjee, R., & Horn, E. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children, 16(2), 3-14.

Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 11-19.

Behar-Horenstein, L. S., Isaac, C. A., Seabert, D. M., & Davis, C. A. (2006). Classroom in-struction and the loss of instructional time: A case study. Education & Society, 24(3), 83-99.

Braniff, C. (2011). Perceptions of an active classroom: Exploration of movement and collab-oration with fourth grade students. Networks: An Online Journal for Teacher Research, 13(1), 1-6.

Buck, G. H. (1999). Smoothing the rough edges of classroom transitions. Intervention in School and Clinic, 34(4), 224-235.

Coleman, J. C., Crosby, M. G., Irwin, H. K., Dennis, L. R., Simpson, C. G., & Rose, C. A. (2013). Preventing challenging behaviors in preschool: Effective strategies for classroom teachers. Young Exceptional Children, 16(3), 3-10.

Creswell, J. W. (2009). Research design: Qualitative and mixed methods approaches. London and Thousand Oaks: Sage Publications.

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Hand-book of research on teaching (pp. 392-431). New-York: Macmillan.

Ekiz, D. (2009). Bilimsel araştırma yöntemleri: Yaklaşım, yöntem ve teknikler [Scientific re-search methods: Approaches, methods and techniques]. Ankara: Anı Yayıncılık.

Ergin, E. (2016). Kaynaştırma uygulamaları yürütülen okul öncesi sınıflarda sınıf içi geçişlerin incelenmesi [Examination of in-classroom transitions in inclusive preschool classrooms] (Unpublished master’s thesis). Ankara Üniversitesi, Ankara.

Ergin, E., & Bakkaloglu, H. (2015). Kaynaştırma uygulamaları yürütülen okul öncesi sınıflarda sınıf içi geçişlerin kolaylaştırılması [Facilitating in-classroom transitions in inclusive pre-schools]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(2), 173-191. doi: 10.1501/Ozlegt_0000000226.

Ergin, E., & Bakkaloglu, H. (2019). Examination of in-classroom transitions in inclusive pre-school classrooms. Early Child Development and Care, 189(5), 820-834.

Ferguson, A., Ashbaugh, R., O'Reilly, S., & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child & Family Behavior Therapy, 26(1), 17-24.

Fox, T. J. (2009). Effective transition techniques (Published graduate theses). Concordia Uni-versity, Portland.

Gettinger, M., & Seibert, J. K. (2002). Best practices in increasing academic learning time. Best Practices in School Psychology, 1, 1-15.

Giorgi, A. (2009). The descriptive phenomenological method in psychology. Pittsburgh, PA: Duquesne University Press.

Gulboy, E., & Yucesoy-Ozkan, S. (2017). Otizmi olan çocukların geçişler sırasında sergileye-bilecekleri problem davranışları önlemek üzere kullanılan geçiş stratejileri [Transition strat-egies used to prevent challenging behaviors engaged during transitions by children with autism]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(25), 53-97.

Hemmeter, M. L., Ostrosky, M. M., Artman, K. M., & Kinder, K. A. (2008). Moving right along... planning transitions to prevent challenging behavior. Young Children, 63(3), 18-25.

Heron, T. E., & Harris, K. C. (2001). The educational consultant: Helping professionals, parents, and students in inclusive classrooms (4th ed.). Austin, TX. Pro Ed.

Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Sage.

Hume, K. (2008). Transition time: Helping individuals on the autism spectrum move success-fully from one activity to another. The Reporter, 13(2), 6-10.

Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35-45.

Korkmaz, A., Esen Coban, A., & Koyuncu Sahin, M. (2018). Okul öncesi öğretmen adaylarının gözüyle sınıf içi geçişlerin değerlendirilmesi [Evaluation of in-classroom transitions by preschool preservice teachers]. Electronic Turkish Studies, 13/19, 1201-1219.

Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Left Coast Press.

Malenfant, N. (2006). Routines and transitions: A guide for early childhood professionals. Redleaf Press.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.

McHugh, P. S. (2007). Transition activities: Finding "treasures" within the classroom. Child-hood Education, 83(5), 308.

McIntosh, K., Herman, K., Sanford, A., McGraw, K., & Florence, K. (2004). Teaching transi-tions: Techniques for promoting success between lessons. Teaching Exceptional Chil-dren, 37(1), 32-38.

Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27.

Orlowski, M. A., & Hart, A. (2010). Go! Including movement during routines and transitions. Young Children, 65(5), 88.

Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). Helping children under-stand routines and classroom schedules. Retrieved from

Park, H. S. L., & Lynch, S. A. (2014). Evidence-based practices for addressing classroom behavior problems. Young Exceptional Children, 17(3), 33-47.

Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experi-ential perspective. Qualitative Social Work, 1(3), 261-283.

Rawlings Lester, R., Allanson, P. B., & Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 398-412.

Richardson-Gibbs, A. M., & Klein, M. D. (2014). Making preschool inclusion work: Strategies for supporting children, teachers, and programs. Baltimore, MD: Brookes Publishing.

Russo, N. L. (2014). The impact of adapting classroom management on an elementary teach-er’s perception of student behavior (Unpublished master’s theses). Retrieved from

Rosanbalm, K. D., & Murray, D. W. (2017). Promoting self-regulation in the first five years. Retrieved from

Sainato, D. M. (1990). Classroom transitions: Organizing environments to promote independ-ent performance in preschool children with disabilities. Education & Treatment Special Issue: Organizing Caregiving Environments for Young Children with Handicaps, 13, 288-297.

Sterling‐Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681-690.

Sveinbjörnsdóttir, B. (2010). Descriptive assessment of problem behavior in transitions be-tween activities (Unpublished master’s thesis). Retrieved from

Sucuoglu, B., & Bakkaloglu, H. (2015). Okul öncesi kaynaştırma: Öğretmen eğitimi [Preschool Inclusion: Teacher training]. Ankara: Pegem Akademi.

Weber, W. A. (1986). Classroom management. Toronto: DC. Heath and Company.

White, R., & Warfa, N. (2011). Building schools of character: A case‐study investigation of character education's impact on school climate, pupil behavior, and curriculum delivery. Journal of Applied Social Psychology, 41(1), 45-60.

Yıldırım, A., & Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative re-search methods in social sciences]. Ankara: Seçkin Publishing.

How to Cite
Bakkaloglu, H., & Ergin, E. (2020). Preschool teachers’ views on in-classroom transitions in inclusive preschool classrooms. International Journal of Early Childhood Special Education, 12(1), 41-57.