Educational Counselling Of Pre-School Children For Adaptation To The Kindergarten Environment

Abstract

At the onset of kindergarten attendance, we identify children who are experiencing difficulties in adjusting to this new environment, difficulties which can be extended and may interfere with their cognitive, emotional and social development. Taking into account the particularities of the specific status of kindergarten age (2-3 years), we set out to identify the factors involved in the pre-school child adaptation to the kindergarten environment as well as the optimal strategies to support the adaptation of these children.The hypotheses we formulated were the following: pre-school children who come from a highly protective family system, and were deprived of any experiences of physical, emotional and/or familial discomfort (in the sense of parental hyper protection) go through a prolonged period of adjustment; children whose parents have a reserved, reticent attitude towards the kindergarten environment also have difficulties of adaptation. The study included 30 children of pre-school age (2-3 years), enrolled in the kindergarten and going through a process of adaptation, as well as the parents of these children. The research methods used were the survey interview on the parents, the direct participatory observation and the recording of the children's behaviour and reactions within the institution of pre-primary education.The children's adaptation to the kindergarten environment depends on factors such as: their previous experience of socialization; their parents' confidence attitude towards the pre-school educational institution; the secure attachment of the child in relation to the parent; the teacher's focus on the child and the building of a trustworthy educator -child relationship. In the case of hyper-protected children, deprived of previous socializing experiences, the gradual adaptation strategies to the kindergarten environment include: visiting the kindergarten on the first day; integration activities, in the first week, over short periods; emotional support to parents experiencing concern and distrust towards the kindergarten environment.