These days when school enrollment is accelerating, “Which school is right for my child?” Many such questions cut through our minds. The first criterion is whether the child is ready for primary school and the second criterion is what kind of school the child is suitable for.
The days when my daughter started kindergarten were the hardest time of my parents’ journey. Although I waited for hours at the school gate, she cried a lot and did not want to go. We have left those difficult days behind with conscious and understanding teachers and therapy support processes. Every family faces difficulties at the age when their children start school. Choosing a school is not an easy decision. “Which school is best for my child?” Many such questions cut through our minds. Every parent has different expectations. Every child is different! The epidemic that caused distance education for two years has also changed our expectations from school and education. During the new learning period, I have talked to experts to remove question marks in the minds of parents whose children will start first grade in pre-school or primary school.
Adapt to each child’s speed
What should be considered when choosing a school?
Is the founder of the school someone in the field? It is important to be a psychologist, child development specialist, preschool teacher or PCG graduate. Teacher staff is important. It is important that teachers are experienced and that they receive frequent in-service training. The adaptation process implemented by the school is crucial. This is especially valuable if the school plans an adaptation process appropriate for each child’s own speed and flow. In primary school choices, the first criterion is whether the child is ready for primary school and the second criterion is what type of school the child is suitable for. For example, children who do not like crowds, introverts and quiet, may not feel safe in a large campus-shaped school. Children up to 6 years of age, where family rules and boundaries are more flexible and tolerated in kindergarten in this sense, may experience adaptation difficulties in a school where discipline is high.
What are the key features of a school?
How old is the school, what is the size of the class, what is the average age of the teachers, activities and lessons are always held in the classroom, how much time is allotted for outdoor activities, is there a guidance service? Routine meetings with family, how much is the daily homework?
Expectations from school have also changed since the epidemic. What would be your advice to parents in this regard?
The most important thing when choosing a nursery and kindergarten is the adaptation process program implemented by the school. Children living isolated lives in the epidemic have reduced communication and interaction experiences. Instead of starting these children’s nursery and kindergarten classes for 15-20 people at once, they can start the process with a playroom with 5-6 children. For elementary school; There were children who could not get any pre-school education due to the epidemic. We noticed that when these kids had their first experience in elementary school, the 40-minute lesson was too much for them, they had difficulty accepting their teacher’s authority and their friendship. For this reason, at least 1 year of pre-school education before primary school is very valuable. In addition, it is very important to evaluate school readiness and eye exams for children who will start elementary school.
“Emotional reflection is important”
During the school start period, the child needs to survive and be accepted in the social environment. Although some children try to show their strength in academic field, some try to be clear with their friendship in social field and their role in that friendship.
When choosing a school, the most important thing is to get together with educators who consider the child’s unique differences and needs, support the acquisition of these characteristics as a positive experience in the child’s life and discover the field in which the child tries. Exists in social life. It is valuable to have an environment where the parent-teacher-child trio can build relationships at difficult times in school, discuss needs, think about them and work out solutions together.
During the epidemic, children who have not yet begun their pre-school period have some distance from social contact. Suspended nursery activities, parent-child playgroups merge and suspend the “preparation” role for preschoolers. For this reason, children who will start pre-school in the post-epidemic period and reflect their emotions need to explain their social formulas.
Another impact of the epidemic has been observed in the world of children who will start primary school. Families also had the opportunity to observe in detail their children’s learning environment at home, to observe their skills and to transform them. Along with the valuable observations that parents have made during the epidemic process, the child’s perspective on the world of “education” supports the child’s development.