Author: Ms Nancy TING
Lecturer at Yew Chung College of Early Childhood Education
Leaving the familiar home and entering school alone is a tremendous transition for a child. Caregivers should provide psychological preparation for infants and young children in order to facilitate a smooth transition from home to school, ensuring a good start and an enjoyable school life.
First, caregivers can enhance infants’ and young children’s social and emotional development through positive interactions. For example, in daily life, provide a sense of security and frequently share feelings of love. When preparing for school, caregivers can take infants and young children to the vicinity of the school in advance to familiarize them with the route to school and the surrounding environment. Additionally, caregivers can use photos to depict and discuss the school environment, activities, and people with infants and young children. For instance, utilize the school’s website to introduce key individuals such as the principal and homeroom teacher, allowing infants and young children to mentally prepare, become acquainted with the new learning environment, and develop initial familiarity with school staff. Furthermore, explain in advance the detailed daily routine of school, especially regarding the caregiver’s limited time to accompany them and the arrangements for dismissal. This enables them to imagine different situations during school and helps them understand school life, as well as the fact that the caregiver will leave and pick them up outside the school gate on time. These prior discussions can assist infants and young children in establishing an understanding of the school routine, reducing anxiety, and making the actual transition to school easier.
On the first day of school, allocate ample time to arrive at the campus early. When entering an unfamiliar campus for the first time, gently stroke the child’s head and hand, crouch down to the child’s eye level, and observe the child’s visual cues. If it is noticed that the infant or young child is not yet psychologically prepared to independently explore the environment, the caregiver can choose a corner with the child, allowing the child to lightly lean on the caregiver while observing other infants and young children and finding interesting things. Provide time and space for the child to gradually build confidence and explore different corners of the school together. When the child discovers engaging activities, gradually withdraw to a farther distance, maintaining an appropriate observing distance, and offering eye contact, encouraging gestures, or positive body language. When it is observed that the child has fully integrated into the classroom, quietly leave. During dismissal, remember to arrive at the school on time to pick up the child and praise their efforts and attempts throughout the day.
