This informal CPD article ‘Why Transitions Are Hard for Toddlers (and What the Brain Tells Us)’ was provided by EduEnhance, a Dubai-based education services company who help schools and Early Childhood Institutions achieve global standards while aligning with local regulations and inspection frameworks.
The moments that feel small but are not. Every early years practitioner knows these moments well. It is time to tidy up. Come inside. Sit for a snack. Move to the carpet. What looks like a simple shift in activity can quickly turn into tears, resistance, or a child who completely shuts down. For toddlers, transitions are often the hardest part of the day, not because they are unwilling, but because their brains are still learning how to cope with change.
Young children move through dozens of transitions every day. Some are familiar and routine. Others, such as separating from a caregiver or entering a new space, carry real emotional weight. Research on early transitions shows that these experiences can activate stress systems and shape how children respond to everyday change later on (4). When we understand what is happening in the brain, we respond with more empathy and, just as importantly, with more effective support.
Why toddlers cannot simply “move on”
At two or three years old, a child’s brain is developing rapidly. The skills required to manage transitions, including attention control, emotional regulation, and flexible thinking, are still emerging.
The prefrontal cortex supports remembering instructions, stopping an action, and shifting focus. At this age, it is not fully developed or strongly connected to other brain systems (2). This means toddlers are using fragile, developing networks to do something adults find effortless, stopping one activity and starting another.
At the same time, emotional centres in the brain are highly reactive. When a favourite activity ends suddenly, strong emotions can surface very quickly. These reactions are often mistaken for defiance or refusal, but research consistently shows they reflect limited capacity for regulation rather than intentional misbehaviour (7). Seen this way, transitions are no longer discipline moments. They are learning moments.
What is happening in the brain during a transition?
Several brain systems are working at once during transitions. One key area is the anterior cingulate cortex, which helps children notice that a change is needed and shift their behaviour accordingly. This area develops gradually, which helps explain why toddlers often need repeated reminders, reassurance, or physical support to disengage from what they are doing (5).
Reward systems also play a role. Play is deeply motivating for young children and triggers dopamine, a chemical linked to pleasure and motivation. When play is interrupted, that sudden loss of reward can feel distressing, leading to frustration or protest. This is a predictable brain response, not a deliberate attempt to be difficult (3).
Emotionally, the limbic system reacts quickly to uncertainty and change. The brain systems that help calm these reactions are still developing. This is why toddlers need co regulation. A calm, responsive adult provides the external support the child’s brain cannot yet generate independently, helping strengthen pathways for future self-regulation (6).
Why routines and predictability matter
Predictability reduces the cognitive and emotional load on the developing brain. Research shows that consistent routines help lower stress responses and support attention during transitions (1).
Simple strategies such as countdowns, visual cues, familiar songs, and clear signals help children anticipate what comes next. When children know what to expect, they are not using all their energy to manage uncertainty. Instead, they can practise the skills transitions are meant to build.
Supporting transitions in developmentally aligned ways
When we understand the neuroscience behind transitions, familiar best practices begin to make deeper sense. Advance warnings, visual and verbal cues, consistent routines, and emotionally available adults are not just strategies. They are supports that align with how the brain develops.
It is unfortunately often misconceived that these approaches spoil children or slow the day down. In fact, they reduce stress, support regulation, and turn transitions into meaningful opportunities for growth.
Key Takeaways
Transitions are not simply logistical points in the daily schedule. They are moments when developing brain systems are pushed close to their limits. When adults respond with understanding rather than urgency or control, transitions shift from power struggles to learning opportunities.
With predictable routines, clear communication, and calm adult support, toddlers gradually build the skills they need to cope with change. These early experiences lay the foundations for flexibility, emotional resilience, and confident learning.
We hope this article was helpful. For more information from EduEnhance, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.
References
- Blair, C., & Raver, C. C. (2016). School readiness and self-regulation. Annual Review of Psychology, 66, 711–731.
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
- Kringelbach, M. L., & Berridge, K. C. (2017). The joyful mind. Scientific American, 317(2), 32–39.
- Lange, S. (2019). Understanding transitions in the early years: Supporting change through attachment and resilience. He Kupu, 6(3), 25–34. https://www.hekupu.ac.nz/sites/default/files/2019-05/07-Lange.pdf
- Posner, J., Rothbart, M. K., Sheese, B. E., & Tang, Y. Y. (2012). The anterior cingulate gyrus and self-regulation. Cognitive, Affective, & Behavioral Neuroscience, 12(2), 202–208.
- Schore, A. N. (2012). The science of the art of psychotherapy. W. W. Norton & Company.
- Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x
- Thompson, R. A. (2014). Stress and child development. The Future of Children, 24(1), 41–59. https://www.jstor.org/stable/23723382
