Our Children Start School

With the Covid19 measures, more than a third of school-age children around the world have been deprived of the opportunity to access distance education. The mobility of children who are away from their peers decreases. As a result, children lose their physical fitness. They show signs of stress during the emotional month. In an online cross-sectional study of approximately 8000 students aged 12-18 years, it was stated that the prevalence of depressive symptoms was 43%, anxiety symptoms were 37%, depressive symptoms and anxiety symptoms were 31% in China. It is emphasized that the risk is higher in the children of healthcare workers who are directly involved in the clinical care of covid19. It has been determined that the children of health workers have fears of being infected, separation, and losing their parents. It is known that the children of healthcare workers are at high risk of post-traumatic stress disorder symptoms and condition.

It is clear that the protection of children’s psychological health is extremely important both for themselves and for their families. To achieve this, it is necessary to reduce uncertainty as much as possible and increase the perception of competence. In order to achieve both goals, it would be a wise method to adapt the methods used in trauma situations by adapting them to the epidemic.

The higher the level of anxiety in the family, the more difficult it is for the mother to separate from the child, and when the child cannot provide secure attachment, it may be difficult for the child to separate. Children need to trust, instead of starting the lesson on the first day of school, teachers need to communicate with children and show how much they care and value.

There are features that we need to know for children in the 0-6 age group, one of the critical age groups, where thoughts about life are formed.

Features we expect to happen before we start school.

-To be able to use the mother tongue at a level to express and communicate.

– Having age-appropriate conceptual skills.

– The ability to pay attention and maintain it.

-Distinguish the similarities and differences.

-Having dexterity and general coordination.

– Ability to think and decide for oneself.

– Developed self-care skills.

-Ability to comply with social rules.

Consult a specialist if you have any doubts about the child’s readiness for school. The fact that children step into an environment different from the family environment may cause anxiety due to the innovations and changes it contains. At the beginning of school, there may be situations such as the fear that children may get lost at school, afraid that the class will be crowded, and that their family may forget them at school. However, they may be worried about what their family is doing at home while they are at school, whether they miss them or what they will do if they come to the toilet. Again, during this time, a new sibling staying at home with his family may trigger their anxiety. Moving to a new house, moving to a new city, a loss in the family are situations that make it difficult to adapt to school.

The family plays a critical role in facilitating adaptation during the child’s school start period. The family’s own expectations and attitudes and personality traits as a result of their own experiences towards school can also make it easier or harder to adapt to school. The family should know that choosing or preparing materials for school does not mean preparation for school. Because preparation for school requires the child to reach a certain level socially, emotionally and academically. Taking care of the child’s school life does not only mean supporting him/her to fulfill his/her homework and comply with his/her responsibilities. It is also necessary to deal with their feelings and memories.

Adaptation and success of the child to school

-Child’s personality traits.

-The family’s child-rearing attitude.

-The child’s health condition.

-To the richness of the social environment in which one lives.

-Or their previous school life.

-The child’s academic readiness.

-Depends on learning interest and capacity.

In the light of this information, the child should be expected to exhibit behaviors appropriate to his/her developmental level by not missing the points that need attention.

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