It is a great excitement for parents when their child starts school. They cannot believe that their little baby has grown up to school age. Maybe he will be separated from his mother for the first time. For the first time, the child will spend time in another place apart from his mother. Sometimes expected, sometimes unexpected reactions occur. Other methods other than understanding them, knowing them, being patient and acting supportively are useless in these periods.
The adaptation problem that starts from the beginning or later can be solved within a week or two. (It is expected to be resolved.) If these adaptation process problems continue for a month or more, a different intervention is required.
These reactions and difficulties in the adaptation process of starting school are not only seen when the child starts kindergarten for the first time. It can also be seen in many children who have been in kindergarten for a few years and it is time to start primary school. Although the concept of a school and a teacher has now developed and they spend a great time in kindergarten, some children have a difficult adaptation process when stepping into primary school. It is often thought that starting school is a difficult process only for the child. However, it is not possible to think of the child separately from the family. It is not only a period of adaptation for the child, but also for the parents. In schools, while the child is normally expected to react in the first days, the parents of the child who can easily enter the classroom and spend time with the teacher without any problems have difficulty leaving the school, parents who want to enter the classroom with the possibility of a negative reaction even though the child does not react negatively, and parents whose children stand in line and cry while entering the classroom.
Families of children who have a difficult adaptation period take a step back during the kindergarten period and take the child out of school, and in the 1st grade of primary school, they think, "I wonder if we gave them up too early, should I take them out of school for another year, should I go back to kindergarten?" and they ask the school authorities. Parents who apply with these views are seen.
Things to consider and suggestions for both starting kindergarten and first grade of primary school:
- Children must be prepared in advance for both kindergarten and first grade of primary school.
/li> - The concept of school should be included in conversations and even start with stories.
- The things to be gained at school should be encouraged.
- School , must be seen beforehand with the child.
- Parents should make an effort not to reveal their feelings and thoughts to the child. In conversations about this issue at home, one should not forget that their antennae are very open even when they are busy with something else.
- In the face of difficulties, issues such as whether the child continues to go to school or not should not be discussed in front of the child.
- Make sure to contact the school. cooperation should be made. We are all likely to lose objectivity when it comes to emotional connection. It will be beneficial to benefit from the knowledge and experience of people who do this job professionally and to listen to them. If the situation goes beyond the school, either your school will refer you to a specialist, or you should definitely meet with a specialist and get help for a while.
- If he still shows crying reactions, do not get angry and understand and accept his feelings and fears and show patience. It is important.
- We can say that using the school to force things that cannot be done at home is among the things that should not be done. “If you don't do this, I'll tell your teacher, you'll see.” This attitude will also mean the elimination of parental authority by the parents.
- Being at home to greet the child during the hours he returns home (at least in the first weeks if the mother also works). , preparing small surprises, highlighting what the child can do and reinforcing his positive aspects (such as "Well done... you can do so well now. It's nice to see you grow up.")
- Some children do not want to transfer their home and school experiences to each other. If you are wondering what is happening at school, what they are doing, but you cannot get answers to your questions, you should stop asking persistently. By chatting with him in different environments and playing various games, he will willingly tell you things about the subjects you are curious about.
- Try to get to know his classmates as much as possible. Having them meet outside the school environment will also differentiate their relationships within the school, and as their sharing increases, their desire to spend time together at school will also differ.
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