Why do children have difficulty starting kindergarten?

Kindergarten is a developmental stage for children. Why do children have difficulty starting kindergarten? or What is the importance of children going to kindergarten? The answers to these questions are developmentally important. You can find answers to these questions in my short article below.

What is the importance of children going to kindergarten? It is important to first grasp this question. The period in which the child’s learning is most intense, basic habits are acquired and mental abilities develop rapidly is between the ages of 0-6. While the child has made his first interactions with his mother since the first moment he was born, the close environment becomes involved in this interaction. The secure attachment developed with the caregiver in the first years of life forms the basis of social skills and peer relationships that will be a part of the child’s life in the future.

Kindergartens are an important step towards developing social skills. Kindergartens have a very important place because they test their knowledge by entering and exiting the information exchange in social environments, supporting social, cognitive, emotional and physical development, providing social support, and acting as emotional support. The child gains new concepts by experiencing things that he has not experienced before in kindergarten, and this process has an important place for development.

It is known that when parents send their children to kindergartens or kindergartens, their aim is to “deliver the child to a safe harbor” and “make a nest” there. When parents are faced with the “practice process”, which is the most difficult process of the kindergarten level, the first question that appears in their minds is “How can this process be overcome in the healthiest way?” It is possible. How can we best help the child get used to kindergarten/nursery? The main reason for these question marks is the possibility that the process will be difficult and painful for the educator, family and child. Since the transition from family to kindergarten is a more challenging process than the transition to kindergarten or primary school, this process is carried out together with the family and educators. The experiences gained in this process also ensure that the difficulties in other phases of life are manageable.

So why can’t children get used to kindergarten while the preschool period is so important?

Separation of the child from the caregiver to whom he was attached in his development gives him feelings such as great anxiety, fear, helplessness and anger. These emotional reactions, especially separation anxiety, which are more severe in the 0-3 age group, prevent the child from getting used to the kindergarten/nursery. In this process, children need someone who will help and support them and develop an emotional bond so that they can learn to regulate their emotions.

Separation anxiety is considered a natural process of development up to the age of three. Children who cannot go to sleep alone want their parents with them, which is a separation anxiety. Later in life in cases exposed to major separation anxiety in early childhood; It is possible for pathologies such as obvious, fear, anxiety, panic attacks, sleep disorders to occur.

Observations of children stated that the first time of the children aged two-three in the nursery was depressing, sad and pathetic. As soon as the caregiver leaves the nursery/kindergarten, the child begins to cry with sobs and looks for a “safe haven” in panic. But some children do not react at all when the caregiver leaves the kindergarten/nursery. Often this is interpreted by parents as a “strong personality”, but this is not true.

The child’s indifferent attitude towards separation cannot say that he does not have separation anxiety. Anxiety is implicit and may not be readily apparent. In such cases, the child may have felt the need to isolate himself from the destructive effects due to the anxiety and fear of separation anxiety by showing a defense.

In order to cope with such situations, pre-school institutions have developed adaptation models and introduced a concept called orientation, ensuring that children are properly accustomed to kindergartens or nurseries. This process enables children to establish an emotional and secure bond with teachers in pre-school institutions and to cope with separation anxiety. In the relevant models, it is very important that the caregiver accompanies the adaptation process. The main goal is to make the child familiar with the new environment and teachers and to adapt without a traumatic situation.