the transition to school, from largely a home environment, can be stressful for a child & his/her parents – and needs careful handling by school teachers/staff as well as by parents . lets discuss some of this
Transitioning to or first time to school— can create extra challenges, particularly in times of stress. This year many children are coming to school, from the largely at home covid period. So let’s try to understand what parents and teachers can do, to sensitively help children make a successful transition with learning and care.
Start or restart of school, after a long time @ home, after attending “largely an online” schooling program, means lots of change, new routines, and meeting new people.
Young children are usually wary of strangers and like to stay close to their parents and other familiar caregivers. Until they are old enough to talk clearly about their feelings, it’s hard for them to understand that a new caregiver is going to take care & protect them in a new physical space. It takes time for children to get familiar with new people, environments, activities. School-aged children who are sensitive or easily worried, or those who have experienced developmental delays, may need extra time to adjust. It’s often easier for young children to make the transition if for the initial few days, they spend limited time with new person(s) in smaller classroom groups (and smaller school campuses) and they know their parents are nearby. This year – 2022 – owing to the longer COVID isolation, it has sometimes meant a longer transition for some children & parents…but with time most kids have adjusted & settled into our schooling programs @ the Sixth Element Schools. Parents also often worry about their child making the transition, and of course it’s easier for parents to keep calm and be reassuring, if they also get to know their child’s teacher(s) and become comfortable with them. Trusting the teacher & expressing the same to the child, helps the child to settle in faster.
Schools are reporting that transition this year has been harder, and does require greater sensitivity & some operational interventions.
In recent months, many early childhood & school programs have had to use prevention measures such as keeping physical distance between people, and limiting contact between program staff and families. As COVID-19 Community Levels change habits school programs also add or limit such prevention strategies, and such changes in strategies can also mean psychological changes in environments & routines for children, impacting the transition/settling in time for children.
For children who start in-person schooling after a break, changes in the school routines & spaces may make things look and feel different, for our young ones – and we need to all be cognizant of the same. Becoming familiar with others may take longer. Because children look to their parents for signs of safety, parents & teachers may need to put more effort into frequently expressing confidence and security with words and body language in addition to facial expressions. This is particularly important for young children who are not yet able to talk about feelings.
Children are faster learners & generally flexible and can adapt, but operating strategies that protect children and make transitions smoother are necessary to be implemented in schools – as well as by parents when they drop & pick up children as well as @ home.
As the new education policy gets rolled out – transitioning to school will get easier. NEP 2020 states_____ Foundational stage transition & learning in the age stage of 3 to 8 years (pre-primary, grades 1 and 2); the primary stage is next 3 years, which is up to age 11 years (i.e. grade 5) as smaller secure schools will be the answer.
Our school’s internationally benchmarked learning curriculum – “like in most developed countries” – recognises that the first eight years of a child’s life, is critical to lay foundation for lifelong well-being, overall growth and development across all dimensions – physical, cognitive, and socio-emotional.
The pace of brain development in these years is more rapid than at any other stage of a person’s life. As per neuroscience, over 85% of an individual’s brain development occurs by the age of 6, indicating the critical importance of appropriate care and stimulation in a child’s early years to promote sustained and healthy brain development and growth.
Hence, if you are relocating to Gurgaon near South City 1 and Sector 72 then you should visit our campus once in as the best school in South City 1 Gurgaon and Sector 72.
THE SIXTH ELEMENT SCHOOL TEAM HAS BENCHMARKED ITS FOUNDATIONAL YEARS CURRICULUM INTERNATIONALLY & WITH THE NEP AND FINDS THAT A LOT, IF NOT MOST OF THE GLOBAL BEST PRACTICES ARE ALREADY IN PLACE THANKS TO THE SCHOOL’S ORIGIN OF ITS CURRICULUM TO PIAGET, VYGOSTKY AND BRUNER – WHICH IS INCIDENTALLY ALSO INTER ALIA SOURCE POOLS – FOR THE FOUNDATIONAL YEARS CURRICULUM OF THE NEP.
| In sync with global best practices – early childhood education(ECE) & PRIMARY SCHOOL education is delivered with far greater focus on the FOUNDATIONAL YEARS (i.e upto age 8 – upto grade 2) to enable radical improvement of later years school, college & life long education |
Implications – for new parents & children entering the school system need to be conscious that the first few days, weeks and sometime months in pre-primary & Primary grade schooling will now be a period of transition & they need to partner with the school teams to make it easier & more beneficial for the young ones.
the Sixth Element School
the school children love
SOUTH CITY 1 . TATA PRIMANTI (sector 72) . ONLINE
85272-74695 or 97736-32626
limited enrolment available in pre-NURSERY, NURSERY, KG & DAYCARE, grade 1 in 2022 @ Gurgaon’s only single section boutique VENTILATED, AIRY, SPACIOUS. GREEN CAMPUSES