| Many children are jittery on the first day of | | | | arrangements might include:-Allow the child to |
| school. Listed are ways to prepare your child for | | | | bring a "parent surrogate" to school, an object |
| the big day!-Read books about school.-Talk to | | | | thatprovides security to the child, such as a |
| other children about school, especially siblings or | | | | stuffed animal or favorite blanket.-Arrange to |
| neighborhoodfriends. These "experts" can help | | | | have a friendly face meet your child at the school |
| answer any questions your child might ask.-Visit | | | | entrance and escort the student to class. Praise |
| the school and the classroom prior to the first | | | | your child for entering the class |
| day.-Introduce your child to the new teacher | | | | independently!Should your child demonstrate |
| before the first day of school.-Use structure to | | | | distress at separation, keep in mind, most |
| foster independence.*Establish a regular bedtime | | | | departure behavior ends shortly after the parent |
| at least two weeks before the start | | | | departs. Contact your child's teacher later in the |
| ofschool.*Establish an unhurried morning routine to | | | | day to confirm the length of time your child |
| help your child get ready-and feel ready-to take | | | | continues to cry or refuse join the classroom |
| on the school day.-Practice the school drop-off | | | | activities. If your child settles down quickly, the |
| and pick-up procedure with your child.-Play school! | | | | chances that departure behavior will improve each |
| Role play imagined school scenes, such as asking | | | | day is good, if the parent sticks by the |
| restroompermission or walking quietly in the | | | | established good-bye routine.If the teacher |
| hall.-Transitional objects encourage and support | | | | reports your child continues to demonstrate |
| the child through the school day.*Select school | | | | distress in ways that impacts your child's |
| supplies together, such as backpacks or | | | | participation and enjoyment of the day or is |
| lunchboxes.*Place a family photo or special note | | | | disruptive to the academic environment of fellow |
| inside your child's lunchbox.-Plan to say good-bye | | | | classmates, ask for advice from the school on |
| quickly. Children are quick to "pick up" signs | | | | what you ALL can do, as a team, to establish a |
| ofhesitation by parents and may become upset. | | | | positive entry into school.One year or more at |
| MAKE THE SEPARATION CLEAN."-Take a short | | | | school will leave most children feeling more at |
| time out at the end of the day and discuss your | | | | ease with predictable separations and more |
| child's bigadventure!Congratulations! You made it | | | | confident in their own budding social an cognitive |
| through Day One!Even the most prepared child | | | | skills. Believe it or not, a week or so into summer |
| may have second thoughts about crossing the | | | | vacation, don't be surprised when your child says, |
| threshold of the classroom. He or she may | | | | "I'm really miss going to school!"Sheree S. Marty |
| become shy,clingy, or tearful. If a parent | | | | has worked with elementary school children as a |
| anticipates the child may need extra support, | | | | school counselor for the past nine years. A |
| discuss your concerns with the teacher BEFORE | | | | physical education teacher for thirteen years, Ms. |
| the first day. Short term support arrangements | | | | Marty earned her Master degree in Counseling in |
| can be developed between parent, teacher, and | | | | 2000. Ms. Marty is the author and owner of |
| other school support personnel, such as the school | | | | "Chinese Jump Rope", a childrens games book and |
| counselor,should separation difficulties continue | | | | website. |
| beyond the first days of school.Such | | | | |