Using Music to Ease Transitions for Children

By Sammy Chan RMT

 Transitions are a common challenge for many children, especially in therapy or classroom settings. Moving from one activity to another requires children to shift attention, regulate their emotions, and adjust their behaviour quickly. For some children this happens quite easily, but for others—particularly those with additional needs—transitions can feel overwhelming. 

In my work as a music therapist, I often notice that the most difficult moments in a session are not necessarily the activities themselves, but the transitions between them. This might be packing instruments away, stopping a preferred activity, or preparing to leave the room. Over time, I have found that using music intentionally during these moments can make a significant difference. 

One reason music works well during transitions is that it creates predictability. When the same short song or musical cue is used consistently, children begin to associate that sound with a particular action. For example, a short “pack away” song can become a signal that the activity is ending. After hearing the same cue repeatedly, many children begin responding automatically without needing multiple verbal reminders. 

I have found that this approach can reduce frustration for both the child and the therapist. Instead of repeatedly telling a child that it is time to stop an activity, the music itself becomes the cue that something is about to change. 

Research also supports the broader benefits of structured music activities for engagement and learning. Register (2001), for example, found that structured music interventions in early childhood settings were associated with improvements in early learning skills. While this research focused on literacy-related outcomes, it highlights how predictable musical routines can support attention and readiness—skills that are closely connected to successful transitions. 

Music can also support emotional regulation during these moments of change. Rhythm and musical structure can help organise movement and attention, a concept often described as rhythmic entrainment in music therapy literature (Thaut et al., 2015). In practical terms, this means that a steady beat or familiar musical pattern can help children regulate their bodies and prepare for the next activity. 

In my experience, using music during transitions is not about making the moment more entertaining. Instead, it provides a clear structure that helps children understand what is happening and what is expected next. When used consistently, these musical cues can help transitions become smoother, calmer, and more predictable for everyone involved. 

References 

Register, D. (2001). The effects of an early intervention music curriculum on prereading

and prewriting skills. Journal of Music Therapy, 38(3), 239–248.

Whipple, J. (2004). Music in intervention for children and adolescents with autism: A

meta-analysis. Journal of Music Therapy, 41(2), 90–106.

Saarikallio, S. (2011). Music as emotional self-regulation throughout adulthood.

Psychology of Music.

NHS resource: Using Songs for Transition (PDF).

Thaut, M. H. et al. (2015). Entrainment definition in neurologic music therapy overview.

Sammy Chan

Sammy Chan is a Registered Music Therapist, based and trained in Melbourne, Australia. He has had experience in a range of contexts, including individual and group work with NDIS participants, children in schools, children in hospital and residential care for the older population. Sammy believes in enabling people through their own strengths and resources. He cherishes the connections he forms with people through music therapy and looks for respectful and meaningful collaboration with everyone he works with.