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The adaptation of a 2 to 3 year old child to a nursery school will depend more on the attitude of the teaching staff and caregivers than on the child himself. Even if you've told them, your child won't realize what it means to go to school until they've tried the experience.
The school staff will be prepared to receive you and facilitate the adaptation in the first days. In addition, this adaptation work must be coordinated with the child's parents.
- Approach. When meeting the child: approach, respect and affection, without anxiety or overwhelm.
- Knowledge of the child's name prior to their arrival at school.
- Creation of a affective security climate individual and collective.
- Peace of mind in the face of manifestations of the child's maladjustment (tantrums, crying, loss of appetite), but without abandonment.
- Individualized attention, but not exclusive, above all, in the daily moments of: arrivals, farewells, meals; understanding them as moments of great importance for the individual affective relationship with the child, trying to avoid rush, stress or nerves.
- Knowledge of the child's personality through an interview with the parents, observation of the child and their reactions to everyday situations at school.
- Activities. As he adapts, the educators are in charge of organizing activities for the child to get in touch with the rest of the group: knowledge of the other children's names.
- Stages. Knowledge of the evolutionary stage that the child goes through, understanding the characteristic egocentricity of this stage and helping him to overcome it through group activities that promote learning to share the material (not everything is mine), to take care of it and to collect it.
- New emotions. Educators will try to get the child to channel his aggressiveness in sharing situations, looking for alternative formulas (don't take this toy from your friend, take another from the shelf).
- Conduct. The aggressive behavior of the child should be understood as a form of normal relationship at this age and more in the period of adaptation. The limits to this conduct must be set by the educators in a non-aggressive and stress-free way, just like the rest of the educational limits that are applied in the school or nursery.
- Knowledge of the space-class: objects, ornaments, furniture.
- Knowledge of the material.
- Knowledge of grooming.
- Knowledge of the yard.
- Knowledge of the dining room.
- Knowledge of nursing.
- Give confidence and security to parents.
- Interviews (also as a way to meet parents and see the relationship they have with their children).
- The entrances and exits should be as less conflictive as possible: patience with the parents.
- Recommendations and clear limits to parents from the beginning (punctuality, marked clothes) avoiding confrontations.
Note: Always explain to your child all the new situations that he will experience: everyday situations, activities, entrance, exit, garden, meal or nap.
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