Wednesday, October 10, 2012
In creating a classroom environment that facilitates to these daily routine strategies, how do we get parents to understand a quality transition into school with their child?
Reading this strategy made me love it. I agree that transitions in the morning can be very difficult and I wanted to learn more about transitioning the child into the class in the mornings. One of my kids has a hard time saying goodbye to his mom in the morning. She leaves very fast and has busy mornings. When she leaves, her son cries for about two to three minutes. During this time I usually take him to the library center and give him a tissue and a hug and reassure him that his mom will pick him up after she is done with school. I sometimes read him a book as well. About five minutes after this he's happy and ready to eat breakfast and play. Is this the right way of doing this? It works for him, but recently there has been talk about parents just leaving their kids when they're crying and reassuring the parents that their child will be okay. I've noticed that sometimes when parents stay with their child for a longer period of time in the mornings that it can be harder for the child to adjust and transition into the day and it can also make it easier for children to adjust and transition into the day. These strategies were very interesting and I will try them in my own classroom. A question that emerged was, "In creating a classroom environment that facilitates to these daily routine strategies, how do we get parents to understand a quality transition into school with their child?"
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Hi Ashley,
ReplyDeleteFor the child's sake -- this is something you speak about specifically in one of your blogs -- but I think this is implied in your other blog as well. For the child's sake -- how often is this considered in practice? policy-making? decision making? how a director's role is defined? What would it mean for an early childhood center to place all work at a center for the child's sake? What is the impetus for current work in many early childhood sites? How can a director reflect on current practice to understand what is for the child's sake -- then how can practices be rethought in order to position practice for the child's sake?
Jeanne
Hi Ashley,
ReplyDeleteHow can your program further support this mothers dropping off of her son and incorporate her into the morning routine? How can your program get families more involved in the drop-off and pick up time? How do we create relationships with parents that support daily routines? What effects do families who stay until their child stops crying, during drop-off time, have on their child’s day when compared to families that leave before the child stops crying?