The time is approaching to start a new adventure with the beginning of the next course. Many preparations ahead and novel situations for the students, but also for the teachers and families. In this case we will address the important step from the infantile stage to the primary stage for children. And I say important because there are aspects that we will analyze and detail in order to collaborate as much as possible in the training of the little ones.
It is essential to join forces and work as a team in order to achieve a natural transition that facilitates the progressive adaptation of students to the new academic year that is about to begin.
On the part of the teachers, it is essential to anticipate to the students everything that may be new in the primary stage. We should take the opportunity to show them the spaces that they are going to use (the primary classrooms, the 'elders' playground, the library ...). It is also advisable to program activities where infant and first-level primary school students participate, to become familiar with the materials they use, the organization of the classroom, the spaces or work corners, etc.
Once the course has started, it is essential to maintain all those routines established in the classroom: begin with an assembly, promoting oral expression, remembering the date on the calendar, allowing free play time and also directed play, etc. Maintaining these issues, which come from the childhood stage, will allow adaptation to be easier and more comfortable for everyone.
In the case of familiesIt is understandable that there is some nervousness or concern about this very important beginning in the lives of your children. However, we must try never to convey to children a feeling of excessive fear or worry, as it does not benefit one or the other. It is simply a new course, with different materials, different teachers on many occasions and with the introduction of more workload (always adapted to the students, with a very correct and adequate pace) that will not pose any insurmountable obstacle for the little ones .
Due to the age with which they enter first grade, these are students with difficulty expressing feelings easily, with a very high level of creativity and imagination, initiating logical reasoning and a very important level of egocentricity. All this must be understood by parents and teachers as the starting point to know how to work with them, understanding the phase in which their natural evolution is found.
To make this whole process easier, we provide you with a series of guidelines to keep in mind to know what to expect, both parents and children, in the transition from kindergarten to primary school:
1. Work respect for rules, know the limits of their actions and work on conflict resolution
In this sense, it is essential that children understand what it means to be responsible, both in their daily work and in their free time. For this, it is important that they are the ones who accept their mistakes, always with the accompaniment of adults and never through imposition or turning the errors they comment into something negative. Conflict resolution is interesting to approach, because we work on dialogue, empathy and education in values.
2. Work on aspects such as attention and concentration
In the transition to primary school, which requires more involvement to work, the fact of encouraging routines of thought, reflection and attention is noteworthy. For this, one can resort to games of skill or board that involve the use of thinking strategies that promote and enable an improvement in attention. They are at an age (5 or 6 years) in which they disperse very easily and in which it is not enough to claim the attention of the little ones with expressions such as 'Attend', 'Think' or 'Listen to me well' but rather requires a constancy that can be achieved through small games that facilitate this time of reflection and calm.
3. Reinforce reading
Many families worry, sometimes excessively, when their children cannot yet read. It is neither correct nor advisable to associate knowing how to read with a specific age. Each child has a different maturity when it comes to acquiring this skill and it is necessary to allow prudent time in this regard. If families want to reinforce reading, it will be enough to read everything that surrounds their children, within their closest environment. From a label on the packaging of a bottle of juice to the restaurant menu. Later we will take small books and make them familiar with them. That is, to promote reading fluency gradually, but constantly, and without obsession or fear if your child has difficulties.
In short, the transition to first grade should be smooth, maintaining work and play routines that allow children to develop the skills that will mature and assume with greater autonomy during their adaptation to the new adventure that awaits them.
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