School adjustment and adaptation

THE IMPORTANCE OF PRE-SCHOOL EDUCATION
“The color given to the whiteness of wool with dyes cannot be erased. Therefore, in the child’s early years, information to be given to his unformed mind, and The people from whom he will take a sample must be carefully chosen.”
quintilianus
The transfer of social and moral values ​​that will determine the future of children begins in the first years of life. Basic knowledge and skills are acquired during this period. Therefore, pre-school education is of great importance.
Kindergarten should be considered as the first step outside the family as an institution. In the first three years, the child takes what he can get from his parents, whom he sees as a model, and reaches a certain psycho-social maturity within the opportunities given to him. However, this development is limited.
Kindergarten, rather than transferring information to the child, helps the child’s existing talents to flourish and develop. The child finds the best play environment in kindergarten, develops cooperation, learns to live together by interacting with his peers.
A pre-school education institution is also an institution that can teach the rules in the most effective way. Here, the child learns to share and not to harm the freedom of others, while protecting his own rights.
The child finds the best and organized play environment in the institution. In such a free environment where emotions are easily expressed, the child’s latent powers are easily revealed.
Studies have shown us that children who start primary school by studying in a pre-school education institution are more participatory, sociable, adaptable and creative than those who do not. That’s why every child needs basic education, whether his mother works or not.
within the scope of pre-school education is needed. For a healthy development, education in a preschool education institution is necessary for 3-6 years old.
Pre-school education institution should be an institution that educates the child, not shelters it. The aim is not to spend time in the absence of the mother, but to ensure that the child benefits from the preschool education program. Unfortunately, it is seen that the majority of institutions in our country are for “maintenance” for protection and shelter, while a minority of them are for “education”. Therefore, parents should be careful in choosing a school.
SCHOOL READY AND ADAPTATION
The first few weeks of a child starting kindergarten and the period up to the first month for some children is called the adaptation period.
Sometimes parents ask, “what if my child wants me to stay longer than a week?” he may ask. Considering that a child graduating from high school will have twelve years in school, a week or two is a small investment to instill a positive sense of school in the child.
Separation Worry: Sometimes school refusal is caused by the child’s fear of entering an unfamiliar environment and separation from his mother. In fact, every child has this fear, but it can become a problem if it becomes excessive and starts to interfere with the child’s functions. Otherwise, separation difficulties are a normal, healthy part of a child’s development. However, if the child is raised with extreme care by his mother and his every need is met, he will have difficulty leaving.
Mother’s Concern: Sometimes, a mother does not trust her child and has difficulty separating from her. When this reflects on the child, fear of school may occur. The mother thinks that the child is too young to be comfortable at school, and unconsciously gives signals that she does not want her to go to school.
“Are you afraid of that big and crowded classroom? Do you think you just can’t get used to it?
Would you like me to stay with you for a while?” In fact, they instill fear and insecurity in the child without realizing it, with the questions asked to the child.
Stubborn Child: Some children resist going to school as well as resisting everything. The absence of such children from school is not due to anxiety or fear. It stems from their stubborn temper that opposes everything.
WHAT TO DO?
The child does not want to go to school if he is mentally ready for school, but not emotionally ready.
Preschool education institution may have difficulty in getting used to the institution as it will be the first separation for the child from his family. It is extremely important for the child to see you at school in the first days so that he or she can build a sense of confidence in school. In order to establish this trust, gradual removal of the mother can be applied when necessary. Waiting in the office on the first day, waiting in the garden on the second day, meeting only for lunch on the third day. In order not to shake his trust in you, you should not leave the school unannounced by saying that I am waiting for you here during this period.
Your child is calmer in the first days and may cry during the school drop in the following weeks. These cries may not be related to school, but may be due to the child’s desire to spend time with his family that day.
During this period, children can sometimes convey the events that they did not experience at school as if they really happened. In such a case, it would be beneficial for you to act directly by contacting the school administration and the teacher without commenting on the child.
First of all, care should be taken that the child does not stay away from school. The longer the stay at home, the harder it is to return to school. “Keeping the child at home so that he can calm down, rest, and not get carried away does not only delay the child’s adaptation to school, as soon as it improves. Negative comments about the school should not be made in the presence of the child, and he should be encouraged to attend school.
Parents should approach the child with a cold-blooded attitude. Whichever of the parents can act more decisively and consistently, she should take the child to school. Efforts should be made to make going to school more enjoyable than staying at home.
REFERENCES:
Know, Sule; Mother and Child Health, Alkım Publishing, Istanbul, 5th Edition, 1994.
Clark, Lynn; Helping Parents, Evrim Publishing, Istanbul, 1996.
Crow, L. and Crow, A., Child Psychology, Barnes and Noble Inc., New York, 1996.
Salk, Lee; Emotional problems of the child, Remzi Bookstore, Istanbul 5th Edition, 1993.
Pierer, Martha Heineman; Smart Love, Revolution Bookstore, Istanbul, 2001.
Respectful, Sefa; Behavioral Disorders in Children, Elit Publications, Istanbul, 1994.
Yavuzer, Haluk; Child Education Handbook, Remzi Bookstore, Istanbul, 6th Edition, 1998.
Yavuzer, Haluk; Child Psychology, Remzi Bookstore, Istanbul, 15th Edition, 1998.

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