1.9: Transitions for Storytime

Learning Objectives

At the end of this section, you should be able to:

• Discuss ideas for transition before and after stories.

Note

Watch for links below to additional readings.

Introduction

In the previous section, you discovered the importance of transitions, how to incorporate SSAMM into transitions, and the best practices during transitions for various age groups.

This section is written from the perspective of a children's librarian. The librarians, Dana Horrocks and Lindsey Krabbenhoft, will explain and demonstrate practical ways of using transitions during storytime.

Figure \(\PageIndex{1}\): Storytime

Mastering Storytime Transitions: Practical Tips from Children's Librarians

Overlooked and undervalued, transitions are the secret superheroes of any great storytime. Or heck, anytime you’re trying to help kiddos move from one activity to the next! I, for one, had no idea how important transitions were until I started doing Toddler Storytimes on the regular, and now I collect and admire them like gemstones.

Figure \(\PageIndex{2}\): Storytime transitions. Jbrary.

Think I’m crazy? You only need one koala or kid to give you this look before you wise up to the ways of the transition song, rhyme, or activity.

Storytime Songs and Rhymes

So, let’s jump right in. First, I’d like to share some of my favorite songs and rhymes, which can be used when transitioning between parts of your storytime. Many of these have been picked up from other librarians, early childhood educators, and daycare workers. In case you’ve never noticed, anyone who deals with toddlers and preschoolers on a daily basis basically becomes a pro at transitions.

For an example of this, check out Teaching Mama’s awesome list of ideas!

Example Videos

Watch the videos below to view some transition activities you might try!

My Two Hands

   

Walking, Walking

  

If You’re Ready for a Story

 

Toddler Stretching Rhymes: Reach for the Ceiling and First You Stretch High

 

Open, Shut Them

 

I’m an Airplane

 

Put Your Wiggles in the Bag

 

Put Your Hands up High

 

Everybody Count One

 

Transition Rhymes

There are many traditional rhymes you can use as transition activities.  You can get creative and change the words of any rhyme to fit the themes you are studying or to fit any action you would like the children to do.  This version of Teddy Bear, Teddy Bear ends in sit down please:

Teddy bear, teddy bear turn around
Teddy bear, teddy bear touch the ground
Teddy bear, teddy bear touch the sky
Teddy bear, teddy bear wink one eye
Teddy bear, teddy bear touch your nose
Teddy bear, teddy bear touch your toes
Teddy bear, teddy bear touch your knees
Teddy bear, teddy bear sit down please!

Figure \(\PageIndex{3}\): Preschool musical instruments

Using Instruments During Transitions

The other type of transition comes with its own meme and came up lately in response to our post about rhythm sticks (opens in new window). And this transition is: we’re so excited to be using scarves, shakers, and sticks, but how do we mitigate the chaos that is handing out and collecting play items when a bazillion little grabby hands are involved?!

We’re so glad to have our colleagues over at Storytime Underground for tricky questions just like this! The Ninjas give some great and varied ideas (opens in new window) for techniques, language (“You get what you get and you don’t get upset!”), and even games to get play items out to your folks and back again without tears being shed. We asked our wonderful friends on Twitter and they came up with using a container by the door with a sign that says “Please take one as you come in”, leaving piles around your storytime space so folks can help themselves and/or passing around a container or two so families can take one and pass it on. Lisa suggested the song “Goodbye shakers, goodbye shakers, goodbye shakers, I’m glad you came to play OR I’m glad you came today” OR singing “Shakers away, shakers away, time to put our shakers away!” Yay for sharing!

And going beyond storytime, there are lots of fun games and songs to use with school-age kids too. My personal favorite is playing “Would You Rather (opens in new window),” using lots of characters, settings, and animals from books they might be enjoying or the old classic arrange yourselves by height without saying a word challenge. Sigh! When all else fails (with any age!), my newest transition is as simple as it gets: take a deeeeeep breath in, let it out slowly, and take a seat on the floor.

Read the following vignettes to explore how teachers of various age groups transition children to and from storytime.

Preschool Storytime Vignette

Transitioning to and from Storytime in Preschool

Ms. Riley, a preschool teacher, looks at the clock and sees that it’s time to transition from free play to storytime. Knowing that transitions can be tricky, she uses a fun and engaging method to gather the children.

“Storytime’s about to begin!” she calls out with a warm smile. “Let’s hop like bunnies to the carpet!” The children giggle and begin hopping toward the cozy reading area, where a colorful rug and soft cushions await them. As they settle in, Ms. Riley sings a familiar tune:

"Eyes are watching, ears are listening,
Voices quiet, bodies still.
This is how we listen,
This is how we listen,
At storytime, at storytime."

The children naturally join in, their bodies calming as they anticipate the story. With everyone settled, Ms. Riley begins reading Brown Bear, Brown Bear, What Do You See? using an expressive voice and engaging pauses.

After the story, Ms. Riley transitions the children to their next activity in a way that keeps them engaged.

“Now, let’s pretend we’re different animals from the story as we move to our next activity.

Can you slither like a snake to the tables?”

The children excitedly begin moving like different animals, giggling as they make their way to the tables for their next task.

By incorporating movement, music, and imaginative play, Ms. Riley ensures a smooth and engaging transition that keeps the children actively involved while maintaining structure in the classroom.¹

Toddler Storytime Vignette

Transitioning to and from Storytime with Toddlers

Ms. Jenna, a toddler teacher, notices the morning is moving along, and it’s time to transition from playtime to storytime. Knowing that toddlers thrive on routine and engaging cues, she begins singing a familiar song:

"If you’re ready for a story, clap your hands!
If you’re ready for a story, clap your hands!
If you’re ready for a story, find a spot and sit right down,
If you’re ready for a story, clap your hands!"

As she sings, she gently pats the floor near the cozy reading area, and toddlers eagerly toddle over, finding their spots. Some clap along while others sway to the rhythm. Ms. Jenna offers a reassuring smile and helps a few children settle onto soft cushions.

Once everyone is seated, she pulls out a favorite book, Where’s Spot?, and begins reading with animated expressions. She pauses to let the children lift the flaps and react with excitement.

After the story, Ms. Jenna transitions them to their next activity with movement and play.

“It’s time to wash hands for snack! Let’s wiggle like little puppies to the sink!”

She wiggles her body playfully, and soon, the toddlers are giggling and wiggling along as they make their way to the sink.

By using music, movement, and familiar routines, Ms. Jenna helps make transitions smooth, fun, and developmentally appropriate for her energetic toddlers.²

Infant Storytime Vignette

Transitioning Infants To and From Storytime 

Ms. Olivia, an infant teacher, knows that even the youngest learners benefit from predictable routines and gentle transitions. As morning playtime winds down, she begins softly humming a familiar lullaby, signaling that it’s time for a cozy story.

She moves around the room, gently picking up and soothing infants who are crawling or playing.  She sings the following song to the tune of London Bridge as she smiles warmly.  

“It’s time for a story, little ones, little ones, little ones.  It's time for a story, little ones. It's story time.”   

She claps her hands softly and sways as she gathers the infants onto a soft rug with a few pillows for support. Some babies crawl over on their own, while others are scooped up and brought to the group.

Once the infants are settled, Ms. Olivia begins reading Goodnight Moon, using a calm and rhythmic voice. She pauses to let the babies touch the book, pointing to the pictures and naming objects. “Look, a bunny! Hop, hop!” she says, gently bouncing a baby on her lap. Some infants babble back, while others listen intently or reach for the pages.

As the story ends, Ms. Olivia softly transitions them to their next activity. She begins singing a simple song:

"Storytime is all done, let’s stretch up high!
Wiggle your fingers, wave goodbye!"

She gently helps the infants transition, offering soft toys or guiding them toward tummy time or a soothing bottle.

By using music, a calm voice, and gentle gestures, Ms. Olivia ensures a smooth, comforting transition that nurtures the infants' sense of security and engagement.³    

Transition "Tool Chest" or Teacher Bag of Tricks

Figure \(\PageIndex{4}\): Transition Bag

Transition Activities

Think of ways you have seen transitions to and from storytime carried out. What have you tried? What would you like to try? Thinking about transition activities and planning for them in your learning experiences will help your activities run smoothly. Start creating a "tool chest" of transition activities to have ready and available to use when the time arises. You may want to create a bag, box, or some type of container to store song cards and other transition activities for several reasons.

Benefits of Smooth Transitions

• Smooth Transitions: Young children often struggle with shifting from one activity to another. Having a set of engaging transition activities helps minimize disruptions and keeps the classroom running smoothly.
• Minimizing Challenging Behaviors: Unstructured transition times can lead to restlessness, frustration, or disruptive behaviors. A well-prepared transition activity keeps children engaged and reduces waiting time.
• Supporting Routine and Predictability: Preschoolers thrive on consistency. Using familiar transition activities helps create a predictable routine, making them feel secure and confident about what happens next.
• Encouraging Learning Through Play: Transitions can be opportunities to reinforce skills like counting, rhyming, movement, and self-regulation. A "tool chest" allows teachers to incorporate fun, meaningful learning moments.
• Flexibility and Adaptability: Every day in a preschool classroom is different. A variety of transition strategies ensures that a teacher can quickly adapt to different needs, energy levels, and situations.
• Building Engagement and Connection: Singing songs, using movement games, or using interactive chants during transitions helps keep children engaged and fosters a sense of community in the classroom.
• Developing Professional Readiness: Having a prepared set of transition activities demonstrates thoughtfulness, organization, and readiness to manage a classroom effectively—important skills for any pre-service teacher entering the field.

By creating a "tool chest" of transition activities, a pre-service teacher equips themselves with practical strategies to support a well-managed, engaging, and developmentally appropriate learning environment for young children.⁴

Connecting Transition Activities to the Story

Connecting transition activities before and after a story is crucial for creating a cohesive learning experience for children. Pre-story transitions help set the stage by engaging children's attention and priming them for the theme or lesson of the story, while post-story transitions allow children to reflect on what they've heard and extend their understanding. These transitions create a smooth flow, making the story more relevant and memorable by linking it to prior knowledge or experiences. By thoughtfully connecting these activities, teachers help children engage more deeply with the content and build connections between the story and their own lives.  Below are vignettes demonstrating transitions related to the story Chrysanthemum—one before the story and one after—to highlight how transitions can enhance engagement and understanding.

Preschool Transition To Storytime Vignette

The preschool classroom is buzzing with energy as children finish up their playtime. The teacher, Ms. Laura, stands near the circle area, holding the book Chrysanthemum by Kevin Henkes in her hands, ready for storytime.

"Okay, friends!" Ms. Laura calls out, her voice calm and welcoming. "It's time for our story. Let’s get our bodies ready to listen."

She gives the children a gentle reminder about quieting their bodies: "Let’s take a deep breath, in through our noses, and out through our mouths. Can we do that together? Ready? In... and out... Great!"

Ms. Laura smiles as she notices the children beginning to slow down. She then invites the children to gather around the reading carpet, using a playful, soft voice. "Can you find a soft spot on the carpet to sit, just like a little chrysanthemum flower finding a sunny place to grow?"

As the children begin to sit down, Ms. Laura encourages them to use their imagination. "Imagine your body is like a flower stem, gently swaying in the breeze as you sit. Let’s take one more big deep breath as we settle in."

Once everyone is seated comfortably, she continues, "In our story today, we’re going to meet a little mouse named Chrysanthemum, and she has a very special name—just like all of you have special names too. I wonder if Chrysanthemum will feel proud of her name or if she’ll have to work through some feelings. Let’s find out together."

The children’s attention is now fully focused on Ms. Laura as she opens the book, the soft hum of excitement filling the air as they eagerly await the story to begin.⁵

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This transition activity connects the children’s energy from playtime to a calm and focused state, with elements of imaginative thinking to engage their attention before diving into the story.

Preschool Transition FROM Storytime to Play Centers Vignette

As the last page of Chrysanthemum is turned, Ms. Laura closes the book gently, looking around at the children with a smile. “Wow, wasn’t that a beautiful story? What a journey Chrysanthemum went on to feel proud of her name!” she says, as the children nod and murmur in agreement.

“Now, let’s think about our own names,” Ms. Laura continues. “Just like Chrysanthemum, each of you has a name that’s very special. What makes your name important to you?”

The children are given a moment to think, and some raise their hands to share. “My name is Emily, and I love it because it’s the name of my grandma,” one child says. “My name is Max, and I was named after my dad,” says another.

Ms. Laura nods and says, “I love hearing about your special names! Now, we’re going to move to our play centers where we’ll have a chance to do some fun activities all about our names.”

She leads the transition with a warm invitation: “In the centers today, you’ll get to work with your names in different ways! You can make a name necklace, decorate a name card, or even build the letters of your name with blocks. I can’t wait to see how you all express what’s special about your names!”

As the children begin to stand and move toward the centers, Ms. Laura gently reminds them, “Remember, just like Chrysanthemum found a way to be proud of her name, you can show how proud you are of yours, too! Let’s get started and have some fun exploring our names!”

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This transition smoothly ties the book's theme to the play centers, encouraging the children to reflect on their names and feel pride as they engage in activities related to their identity.⁶                                                                                                                                                                                                                                        

Toddler Transtion To Storytime Vignette

As the toddlers finish their morning activities, Ms. Maria gathers them in a cozy corner of the classroom, where soft cushions are scattered on the floor. The room is quiet now, and a few curious eyes are looking toward her.

"Okay, friends, it’s time for a special story," Ms. Maria says with a smile, holding up The Family Book by Todd Parr. The toddlers, some still wiggling with energy, glance at the book, their interest piqued by its bright colors and bold illustrations.

Ms. Maria begins the transition with a calming gesture, patting her lap. “Let’s take a deep breath together," she encourages. "Ready? In through your nose... and out through your mouth. Can you feel your body get a little quieter?”

The children follow along, their movements slowing as they sit on the cushions. She holds the book up high, showing them the cover, and continues, “This book is about families, all kinds of families, just like yours! Everyone is different, and that’s what makes each family special. Let’s discover what makes them so unique.”

As the children settle, Ms. Maria opens the book to the first page. "Look at this family! What do you see? Can you spot a family with a pet dog?" she asks. The toddlers begin to lean in, their attention drawn to the colorful pages as she reads the first few lines. With each turn of the page, the children’s faces light up, recognizing pieces of their own families in the book.

With the gentle transition, the toddlers are now fully engaged, ready to explore the world of families through the story. The warm, inviting environment, combined with the slow pacing and interactive questions, helps them feel calm and excited for the adventure of storytime.

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This vignette creates a calm, engaging transition from activity to storytime, making the toddlers feel comfortable and curious about the upcoming story.⁷

Now, let's explore how a toddler teacher connects transition activities before and after the story, The Family Book, in the vignettes below.

Toddler Transition FROM Storytime Vignette

As the last page of The Family Book by Todd Parr is turned, Ms. Maria gently closes the book with a smile. The toddlers, who had been listening intently, now started to stir, some chattering softly about the different families they saw in the book.

“Wasn’t that a fun story?” Ms. Maria asks, her voice warm and calm. “We learned about all kinds of families—families with pets, families that live in different places, and families who love each other in so many ways!”

The toddlers nod and murmur in agreement. Ms. Maria stands up and claps her hands softly to get their attention. “Now, it’s time for us to play! We have some fun centers ready for you, and I know you’re going to have a great time."

She walks toward the play area, where different centers are set up, each related to the family theme they just read about. “Over here, we have the family dollhouse with mommy, daddy, and baby dolls. You can create your own family and tell stories just like we did in the book!” she says, pointing to a table with toy figures and accessories.

“Over here, we have a pretend kitchen, where you can cook meals for your family. You can pretend you’re a mommy, daddy, or a big sister helping out!" Ms. Maria gestures to the next station, a kitchen set with toy pots and utensils.

She pauses for a moment and looks around at the toddlers. “Before we start, let’s take one last deep breath, just like we did before storytime. Ready? In... and out... Now, you can head to the center that calls to you the most. You’re going to have so much fun exploring and pretending with your friends!”

With excitement building, the toddlers begin to move toward the play areas, some going straight for the dollhouse, others to the kitchen set. As they engage in pretend play, they bring to life the families they saw in the story, further deepening their understanding and enjoyment of the theme.

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This vignette smoothly transitions the toddlers from the calm, focused activity of storytime to the active and imaginative play centers, making the experience engaging and relevant to what they just learned.⁸

In the following infant vignettes, you'll see how transitions are effectively connected to the book I Love You Like No Otter for both a small group of infants and an individual infant. These vignettes illustrate how thoughtful transitions before and after storytime can support engagement, comfort, and a deeper connection to the story for infants.

Infant Transition TO Storytime Vignette

Introduction:

Infant storytimes can be both individual OR small group experiences, each providing unique opportunities for engagement and connection. Whether reading to one infant or a small group, the transition into storytime is important to create a calm and interactive environment that fosters a love for books and language.

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Below is an example of an individual storytime:

One-on-One Reading:

The room is soft and quiet, with the gentle hum of calming music in the background. Ms. Sarah sits on a cushioned mat with little Emily, who is resting comfortably in her lap. The two of them share a moment of calm as Ms. Sarah smiles down at Emily, gently holding I Love You Like No Otter by Rose Rossner in her hands.

"Are you ready for a story, Emily?" Ms. Sarah asks in a soothing, sing-song voice. Emily looks up, her curious eyes already drawn to the book. Ms. Sarah slowly raises the book so Emily can see the cover. “Look, sweet girl, it’s a story about love—just like the love we share, just like the otters in this book!”

She gently taps the cover, pointing to the adorable otter illustration. Emily reaches out a tiny hand, her fingers grazing the page as Ms. Sarah continues, “This otter loves its friend so much. Can you see the love?” she says softly, speaking to Emily as if sharing a secret between them.

Ms. Sarah opens the book, keeping it close to Emily’s face so she can see the pictures clearly. With a tender voice, she begins to read the story, letting each word linger with warmth and affection. She softly mimics the motions of hugging, lightly wrapping her arms around Emily as she reads about the otter hugging its friend. Emily coos and giggles softly, her eyes wide as she follows the motion of the pictures and the gentle rhythm of Ms. Sarah’s voice.

Every now and then, Ms. Sarah pauses, allowing Emily to touch the pages, feeling the smooth texture and vibrant colors. The space between them feels full of love, comfort, and connection as they share this special, quiet moment together.

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Now, let’s take a look at an example of a small-group storytime:

Small Group Reading:

The room is quiet, with soft music playing in the background. The babies, some resting in their caregiver's lap and others sitting on soft mats, begin to settle as Ms. Sarah gently claps her hands to get their attention.

“Alright, little ones,” she says in a calm, soothing voice, “it’s time for our special story.” She slowly lifts I Love You Like No Otter by Rose Rossner and shows the cover to the group. “Look, sweet babies, it’s a story about how much we love each other, just like the otters do! Can you see the otter hugging its friend?”

Ms. Sarah smiles warmly as she places the book on her lap and gently pats it, encouraging the babies to focus on the colorful images. She softly taps the page, guiding their gaze as she begins, “This little otter loves its friend so much. Can you feel the love, too?” She pauses, giving them time to take in the pictures.

As she begins to read the story, Ms. Sarah uses a soft, melodic voice, pointing to the otter and its friends with gentle motions that mimic the hugs and love expressed in the book. Some of the babies coo softly, looking at the book, while others reach out to touch the pictures, smiling at the familiar faces.

With each turn of the page, the soothing rhythm of Ms. Sarah’s voice and the bright, friendly illustrations help the infants relax further, their attention drawn to the comforting theme of love and connection. The room feels peaceful, with the babies engaged and ready to experience the warmth of the story.⁹

Infant Transition FROM Storytime Vignette

Introduction:

Infant storytimes can be both individual and small group experiences, each providing unique opportunities for engagement and connection. Whether reading to one infant or a small group, the transition from storytime is important to help infants move smoothly to the next activity, whether it’s a nap for an individual or play centers for a small group.

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One-on-One Reading Transition to Nap:

As the story ends, Ms. Sarah gently closes the book and looks down at Emily with a soft smile. “What a lovely story, Emily. Now, let’s get cozy for your nap.” Ms. Sarah picks up Emily carefully, cradling her close to her chest. “It’s time to rest now, sweet girl. We’ll be right here when you wake up.”

With soft, calming words, Ms. Sarah gently lays Emily down in her crib, making sure she’s comfortable and secure. She softly strokes Emily’s head and hums a gentle lullaby as the room quiets, helping Emily transition smoothly into a restful nap.

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Now, let’s take a look at an example of a small group transition from storytime to play centers:

Small Group Reading Transition to Play Centers:

As the story comes to an end, Ms. Sarah gently closes the book and smiles down at the group. “Wasn’t that a beautiful story, little ones? Now, it’s time to play!” she announces with a soft, inviting tone.

She claps her hands gently, signaling that it’s time for the next activity. “Let’s head over to the play centers where you can explore with your friends. You can play with the family dolls, pretend to cook in the kitchen, or enjoy some sensory play. There’s so much fun to be had!”

Ms. Sarah helps each baby transition to their chosen center, guiding them gently toward the various activities. The babies begin to explore, each one engaging with the toys and activities in their own way, while Ms. Sarah observes and supports them as they enjoy their time.¹⁰

Conclusion

In conclusion, transitions for storytime—whether in an infant, toddler, or preschool setting—are all about using fun, engaging cues to guide children smoothly between activities. Simple songs, rhymes, and gentle movements help set the tone, capture attention, and build predictability. By planning these brief yet impactful moments, teachers can reduce challenging behaviors, nurture children’s excitement for learning, and ensure that every storytime begins and ends on a positive, playful note.

References

1. Based on OpenAI. (2025). Preschool, toddler, and infant storytime transition vignettes [Large language model]. ChatGPT.
2. Based on OpenAI. (2025). Preschool, toddler, and infant storytime transition vignettes [Large language model]. ChatGPT.
3. Based on OpenAI. (2025). Preschool, toddler, and infant storytime transition vignettes [Large language model]. ChatGPT.
4. Based on OpenAI. (2025). Why a pre-service teacher for preschool might want to create a “tool chest” of transition activities [Large language model]. ChatGPT.
5. ChatGPT. (2025, March 29). Transition activity vignette for storytime with Chrysanthemum by Kevin Henkes. ChatGPT
6. ChatGPT. (2025, March 29). Transition activity vignette from storytime to play centers based on Chrysanthemum by Kevin Henkes. ChatGPT
7. OpenAI. (2025, March 29). Toddler vignette transitioning to storytime based on The Family Book by Todd Parr. ChatGPT
8. OpenAI. (2025, March 29). Toddler vignette transitioning from storytime to play centers based on families. ChatGPT
9. OpenAI. (2025, March 29). Transitioning infants to storytime: One-on-one and small group reading examples. ChatGPT
10. OpenAI. (2025, March 29). Transitioning infants from storytime: One-on-one and small group reading transitions. ChatGPT