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