Families experience many concerns during the school starting process. Some families may feel guilty and feel bad about their children being separated from them. These emotions felt by the parents to the child may appear as a factor that increases the child's anxiety. For this reason, the family's determination and peace of mind are very important as a factor that facilitates the child's adaptation process. When the child feels the sadness and anxiety of the mother and father when leaving home, it makes the adaptation process difficult. * Reactions during the adaptation process to school may show individual differences. Some children are interested and eager in the first three days or a week of school. School is a place where he can find friends and learn new things. However, over time, his desire to be with his mother increases, he newly understands the meaning of constantly coming to school and reacts. Some children do not want to leave their mothers from the very beginning. He/she wants his/her mother to come to the classroom and feed him/her and naturally, crying behavior is observed. *The problem experienced during the adaptation process to school is not only the difficulty of separation from the mother. Many children who have caregivers in their homes have experienced separation from their mothers before, but they experienced the separation in their own home, where they are safe and have their own toys. When he starts school, he cannot find this safe and familiar environment. (For example, it is very difficult for him to share the same desk with someone else. Especially in this period when he is self-centered.)
THINGS THE FAMILY CAN DO DURING THE ADAPTATION PROCESS
Faith and trust facilitate the child's adaptation.
*Explaining to the child about the school and introducing the school facilitates the adaptation process. The child's liking and wanting to go to school; For harmony, the family should go to school with the child, visit every part of the school, and introduce the child to teachers and administrators. Talk about departure times The student should tell him/her that he/she will only stay at school for a certain period of time, explain the time period for which he/she can take it in terms that he/she can understand, and be careful to pick him/her up before that time expires. . Otherwise, the child will be disappointed and will lose confidence in the school when he compares what he finds with what he is told. The child should be delivered to and picked up from the door, and the farewell should be kept as short as possible. When saying goodbye, one should be determined to leave even if the child starts to cry.
*It should be said that the school is a place where only children go, and it should be explained that the parents are not present and that they are going to work.
*The family should talk to the child about arrival and departure times, He should only say that he will stay at school for a certain period of time, explain the time he can take it in terms that he can understand, and be careful to pick it up before it expires. Otherwise, when the child compares what he has been told with what he finds, he will be disappointed and will lose confidence in the school.
* Kiss him and say 'I'm leaving now' and tell him that you will come back. Express when this will happen in terms he or she will understand. Then wave your hand and continue on your way. Don't stop and peek back to check that you're okay. These behaviors will make the adaptation process difficult, and when your already sensitive child realizes your sensitivity, he will start to use it in the way he wants. It should be insisted that the child attend school regularly. You should only ask "How was your day?" and expect him/her to tell the story. (For detailed information about the school, please contact the institution directly. )
*Going to school should be supported by all family members and family members should be in harmony.
*The family tells the child that he will be happy, safe, that he will have a teacher there who will take care of him, and that he can share his wishes with the teacher. It should ensure that the child has confidence in his teacher.
*Adjustment problems will show a downward momentum from the beginning of the week to the end of the week. However, after the weekend intervenes, this momentum may peak. It should not be forgotten that this is a normal process and PATIENCE-CALMNESS-DETERMINATION are factors that facilitate this process.
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