How to Avoid the First Day of School Blues
August 14, 2003 — The dreaded first day of school. It brings back memories of tears, frustration and a fear of the unknown. Reporter Beverley Causey Smith takes a look at ways of introducing young children to school - one of the biggest days of their lives
You can make the first day of school an enjoyable one
At the end of each summer, and school starts, many parents and young school age children feel anxious. When your five year old begins that educational benchmark, both of you might feel a twinge of sadness when you say goodbye each day.
Maha Turner, a dedicated teacher of children ages three to six at Somersfield Academy, says that you can avoid tears easier than you think. "Parents can talk to their children about school and even play the game of school to get their children emotionally prepared for separation.
"Many of our children start our school at age three so by age five they are quite confident and happy learners. Before they enrol they come and meet their teacher and classmates. This helps overcome most of their fears," said Mrs. Turner.
Somersfield offers a Montessori Programme for children, ages three years to P1 to P6. The first level is for ages three to six and at this level children are developing the foundation for their future learning. The three year olds leave school daily at noon.
Maria Montessori understood that these young children are busy workers who are sensitive to learning language, to observing order in the environment and to having a sense of satisfaction just from `doing'.
"When you first start our school at age three you are assigned a buddy from P1. We have found that little children respond very well with older children. By the time our children are in PI they are accepting leadership and responsibility roles at school.
"Those age five or six rarely cry when their parents leave. If they do we distance the separation anxiety by getting the child focused on activities in practical life and sensorial work. This helps children build concentration, independence and self-confidence," said Mrs. Turner.
A teacher may give a lesson in the `practical' art of pouring water for snack. In this mixed age class you may notice a little one just watching for a while. There is no need to rush as these children are learning in a natural relaxed way by watching the older ones at work. You might see a P1 student carefully reading to a younger classmate which is a wonderful way to practice a new skill.
"It is important for young students to receive nurturing. We embrace them with inspiration and positive motivation. They are so impressionable and we try to keep their work stimulating and fun, always performed in an orderly fashion."
They may be given simple tasks such as pouring coloured water, spooning rice or beans. The rationale that they teach is concentration, independence, co-ordination and order.
"When we make a necklace we are looking at exercise to make the fingers stronger. If hand muscles are weak they cannot hold a pencil. We allow movement left to right. They see me and they copy me. We have order in quiet subtle ways and use soft voices."
In addition to good manners and group interaction the children are immersed in an environment where literacy comes alive. Speaking quietly with classmates and teachers, listening to and talking about stories, enhancing vocabulary, and expressing ideas creatively all support young children's foundations for reading and writing skills.
Young children are taught how to slice an apple, without a knife, it is a special device designed for little people and at the same time are very aware of their manners.
"Tears can be caused by frustration. They may have the idea that `I can't touch this!' We foster the `I can do it' philosophy. We help each other and we do math, and write stories in addition to treating each other with kindness and dignity," advised Mrs. Turner.
They spend considerable time exploring various projects in their cultural area. They use puzzle maps to learn about the continents and countries of the world. Topics such as the planets, dinosaurs and the world of nature are taught.
Mrs. Turner said that during their International Day celebration in October children learn about people from diverse backgrounds. It is enriching and stimulating to each classroom which gives children a sense of their participation in the global community.
"Sometimes children cry but we try to empower them with a gentle confidence. We encourage sensitivity, kindness and happiness," she said. "We have a peace table where children express their feelings and come up with resolutions. We need to raise children as peacemakers. We teach respectful touch such as a shoulder tap or a handshake."
In 1987 Mrs. Turner obtained a Bachelor's Degree in Egyptology at Helwan University, Cairo, Egypt. She became a teacher in 1992 following Montessori training from Sheila Fitzgerald in Bermuda and further Montessori certification obtained in Boston. "What I like best about my work is showing how we behave. By the second or third years I see independence and excellent concentration in very young children. They are making things happen and doing it quite naturally without my interference."
Mrs. Turner concluded: "We learn from the womb to the tomb. We all need reassurance from time to time. I have often thought that when the tears of a child disappear it is like watching the magic of a beautiful and peaceful sunrise."