Navigating change is a critical milestone for young learners. In the Pre-K and Kindergarten years, students encounter frequent transitions throughout the school day: moving from circle time to centers, leaving recess for lunch, or concluding a favorite activity to prepare for dismissal. For many children, these transitions can feel abrupt or upsetting. The ability to ‘switch tracks’ or adjust to changes with flexibility is a cornerstone of self-regulation. Everyday Speech’s no-prep printable, ‘I Can Handle Change,’ provides a structured approach to help young children develop this foundational skill.

What Is Switching Tracks?

Switching tracks describes the process of shifting focus or behavior when something unexpected happens or when it’s time to transition from one activity to another. For young children, especially those in Pre-K and Kindergarten, changes in routine or activity can bring about uncertainty and discomfort. Some children may cling to a finished task, show frustration, or need extra support to move on. Switching tracks means being able to pause, manage feelings, and accept the new situation without becoming overwhelmed.

The ‘I Can Handle Change’ lesson introduces switching tracks as an everyday, manageable skill. Children learn through repetition and concrete examples that they can move from one ‘track’ or activity to another by noticing what is happening, accepting their feelings, and choosing helpful actions.

Why Teach Switching Tracks?

Focusing on switching tracks in early childhood is essential because it:

• Builds resilience by showing children they can handle new or unexpected situations
• Reduces meltdowns and anxiety around transitions
• Encourages independence and self-confidence
• Promotes classroom harmony, as smoother transitions benefit all students
• Lays the groundwork for broader self-regulation, supporting academic and social growth
• Helps students understand and communicate feelings about change
• Provides a strategy they can use in school and at home

Switching tracks is not just about the transition itself. It is about building a lifelong ability to manage changes effectively and flexibly, both small and large.

Lesson Plan: Using I Can Handle Change

With minimal preparation, ‘I Can Handle Change’ can be integrated into daily routines or used as a stand-alone lesson. Access the printable at this link.

Step 1: Introduce the Concept of Switching Tracks

Begin by gathering students at the rug or meeting area. Share that sometimes things change during the day, and that is okay. Give concrete examples they will recognize: the teacher says it is time to clean up, plans for an outdoor activity change because of rain, or a favorite game ends because it is time to go home. Use language like, “Sometimes we have to do something different, even if we don’t want to, and that is called switching tracks.”

If available, show a toy train and a train track. Let students see how a train can smoothly move from one track to another. Relate this to how they can move from one activity to another. Visuals and concrete models are especially helpful for this age group.

Step 2: Read and Discuss the ‘I Can Handle Change’ Printable

Pass out the ‘I Can Handle Change’ printable from Everyday Speech or project it for the class to see. Read through the section together. The printable uses child-friendly language: “Sometimes plans change. That’s OK! When plans change, I can use my switching tracks skill.” Discuss the scenarios depicted in the worksheet, such as having to do something different or when something unexpected happens. Ask students how they would feel and if they remember a time something similar happened to them.

For example, pause to ask, “If you were playing outside and then it started to rain, how would you feel? What could you do?”

Step 3: Model the Skill with Role-Play

Help students see that switching tracks is a skill that can be practiced. Set up a few simple role-play scenarios:

• The teacher announces playtime is over.
• The schedule changes and snack comes before story time.
• A student’s block tower gets knocked over accidentally and it is time to clean up.

Act out being surprised or upset briefly, then pause to use self-talk such as “I feel disappointed, but I can switch tracks.” Model deep breaths and flexible thinking. Invite children to try out switching tracks language and actions. Provide positive reinforcement for their efforts.

Step 4: Complete and Personalize the Printable

Invite students to color the worksheet or draw a picture of a time they had to switch tracks. The worksheet asks children to think about a time plans changed and what they did. For children who need extra support, work in small groups or one-on-one to talk through their experiences. Scribe their responses if they are not writing yet.

This reflection helps children link the skill to their actual lives, and also provides valuable information for ongoing support.

Step 5: Practice with ‘Switching Tracks’ Signals

Use simple signals or cues during the day to reinforce switching tracks. For example, provide a visual “track switch” card or gesture when it is time to transition. Repeat the key phrases learned from the printable: “Plans changed, and I can handle it.” Give students praise for successful transitions, and gently coach them through times they find difficult.

Encourage students to label their feelings, use self-talk, and choose a coping strategy (like deep breaths or asking for help), just as practiced with the worksheet.

Supporting Switching Tracks After the Activity

Building flexibility and transition skills requires ongoing practice. Consider these strategies for weaving switching tracks into the daily classroom environment:

• Predictable routines: Have a visible daily schedule, but also note changes in advance when possible. Point out when unexpected changes occur and use switching tracks language.
• Visual supports: Create a visual reminder of the switching tracks skill, such as a poster with a train and tracks or key phrases from the printable.
• Social stories: Develop additional social stories or class discussions around different types of changes and how to handle them.
• Praise and encouragement: Acknowledge when students handle a change well. Specific feedback, such as “I noticed you used your switching tracks skill when we had to change our plans,” reinforces the concept.
• Emotional check-ins: Use feelings charts or morning meetings to talk about upcoming transitions and explore how students are feeling about them.
• Family communication: Share the ‘I Can Handle Change’ worksheet with families and encourage them to talk about switching tracks at home. Provide examples of supportive language they can use: “Sometimes plans change, and that is okay.”
• Revisit regularly: Make time each week to revisit or practice switching tracks through brief reminders or mini-lessons.

Small group or individual support may be needed for children who struggle significantly with change. Consider pairing the worksheet with additional visuals, verbal prompts, or calming strategies.

Wrapping Up: Building Flexibility for Lifelong Success

Helping young children develop the ability to switch tracks equips them with a powerful tool for managing frustrations and uncertainties, both now and as they grow. ‘I Can Handle Change’ from Everyday Speech offers a practical, engaging way to teach this crucial self-regulation skill. When educators consistently model and reinforce switching tracks throughout the school day, children gain confidence in their ability to handle change.

Transitions become less stressful. Group time and daily activities run more smoothly. Most importantly, students know that while change is part of life, they have strategies to handle it with resilience and calm. The printable can anchor ongoing classroom efforts to support flexibility. Every time a child faces a change with success, their foundation for future challenges gets a little bit stronger.

Access the ‘I Can Handle Change’ printable for Pre-K and Kindergarten here and consider incorporating it into your classroom or therapy toolkit to nurture this critical self-regulation skill.