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