So most of our little ones are all now safely deposited in school and are on their full time hours and weeks. What an emotional rollercoaster that’s been!?! I don’t know about you but I had a few tears leading up to the big day and then on the day was super proud of myself for keeping it together and just having tears in my eyes!
I’ve seen several posts on Twitter already ‘Do we have to go back tomorrow?’ from Helen @CasaCostello ‘What are we doing today Mummy?’ from Katie @mummydaddyme and today I had the first ‘But I don’t waaaant to go to school today Mummy’ I get the feeling the emotions are quiet finished with yet…
So what can we do to help our children transition in to school better?
A report from the British Psychological Society gives us this advice:
Positive child outcomes depend upon a combination of parental qualities. That is, children require both warmth and high-quality instruction from caregivers and teachers (Mashburn & Pianta, 2006). High-quality instruction (also known as ‘scaffolding’) includes at least three dimensions (Hughes et al., 2014):
I Cognitive support: This involves making the task simpler – for example, by breaking it down into manageable stages (e.g. for a jigsaw, finding the corner pieces, then connecting all the edge pieces, etc.).
I Emotional support (e.g. praise, encouragement, playful interactions): This motivates the child to persist even when the task is challenging.
I Autonomy support: This involves a process of ‘contingent shifting’ – providing extra help if the child is struggling or demoralised and then reducing this support when the child begins to master the task.
So basically, love, support and encouragement. This chapter in our little ones and our lives is a huge change and great news – we have to do it all again with the next one! Phew Im exhausted!.
What gems have you had from your little pickles so far?
Read the full report here: (https://thepsychologist.bps.org.uk/volume-28/september-2015/transition-school)