Easing school transitions for young children

As schools reopen, NT KURIOCITY delves into how educators aim to create a supportive learning environment to help children who are starting school for the first time or are transitioning to a new class

RAMANDEEP KAUR| NT KURIOCITY 

Beginning school for the first time can be intimidating for little ones. New faces and a new place, without the comforting and familiar presence of their parents, can make it a very emotional and scary experience. Apart from this, they have to adapt to a new routine and learn independence. To support them on this new ‘adventure’, teachers play a very critical role.

“Social interaction can be daunting, particularly for those not accustomed to large groups, especially if they come from nuclear families,” says founder and director of Wee Pioneers Playschool, Gandaulim Shubha N Sanil. Also, she says, communication can be problematic as young children may struggle to express their needs, especially if they are moving to a new language environment. “At Wee Pioneers Playschool, we have dedicated, experienced, and trained Goan educators to help children overcome language barriers,” she says, adding that managing emotions in new surroundings away from comfort zones is also challenging. “Also, gaining bathroom independence presents a new hurdle for children in the process of toilet training.”

Addressing these challenges she says involves a combination of preparation at home, support from parents, and gradual adjustment to the new environment.

Apart from this, students moving to a new class can also find it challenging as the course work changes and they sometimes have to make new friends.

Routine during the initial days

Thus, to break the ice and help children adjust, Wee Pioneers Playschool organises storytelling sessions, rhymes, and self-introduction exercises. “Nature walks, circle times, free play, and pretend play are also integral parts of our curriculum to encourage creativity and social interaction among students,” says Sanil. “These activities not only stimulate learning but also create a comfortable environment for the children to explore and express themselves.”

Every day, during assembly, they engage students with fun action songs, zumba, and yoga, promoting a lively and interactive atmosphere. Sanil adds that teachers also participate in interactive sessions with students, discussing their daily routines, likes, and interests, which helps in building a strong teacher-student bond.

“The first day of school can feel new and intimidating for students, parents, and teachers alike,” says founder and teacher at Adarsh Pre Primary School in Navelim, Suman Nilkanth Gawas. To break the ice, Gawas ensures that she greets each student with a smile and a positive, complimentary remark and the initial minutes of the class are dedicated to listening to students’ stories or current interests. “This is followed by storytelling sessions to gradually build their attention spans. This routine continues for the first few days until the students feel comfortable and safe in their new environment,” says Gawas, adding that encouraging group work is another key strategy. Gawas pairs students for simple classroom tasks, such as picking up toys or blocks, to promote positive peer interaction and teamwork.

Judith Fonseca from Infant Jesus Pre-Primary School in Colva emphasises being friendly and supportive, almost like second parents. “We encourage kids to try new things and use fun activities like singing and dancing, along with visuals, to make learning enjoyable. Listening to children’s stories and respecting their need for personal space are also key parts of their approach,” she says.

Teacher and director at Happy Hearts Montessori School in Porvorim Dominic Alphonso mentions that during the first few days, their focus is on helping children settle in and minimising separation anxiety. “During the first week, class time is intentionally shortened to assist nursery and playgroup children in understanding the daily routine. In the subsequent week, the regular schedule and workflow take shape,” he says.

Each day, says Alphonso, starts with a morning assembly that includes prayers and educational presentations on topics like ‘Good Manners,’ ‘Myself,’ and ‘People Who Help Us.’ Following this, students engage in regular classes. In addition to academics, they participate in sports, dance, singing, and arts and crafts. To provide a nurturing environment for young learners, the classrooms are colourful and inviting with charts and decorations. “We prioritise well-lit, ventilated, and air-conditioned spaces to keep our students comfortable and safe,” he says.

Happy Hearts Montessori School’s curriculum includes indoor play and Montessori sensorial activities to help children adjust and interact with each other. They also incorporate rhymes, singing, dance activities, SmartBoard, and virtual reality activities to cater to children’s technological inclinations.

Primary Incharge, Shri Saraswati Prathamik Vidyalay, Juve, Amey S. Prabhugaonkar explains that practical initiatives like icebreaker activities, classroom tours, and positive reinforcement help students settle in comfortably. “The school also promotes friendships through group projects, buddy systems, and social skills activities, ensuring all students feel included,” he says.

According to Prabhugaonkar, students worry about new routines, fitting in socially, and managing academic expectations. He says, “They also fear judgment from peers and being away from parents.”Prabhugaonkar adds that educators are attentive in identifying struggling students through observation and communication, offering support such as one-on-one sessions, counselling, and involving parents when necessary.

Teacher at St Andrew’s Institute, Vasco Nimmy Andrew explains that anxieties vary from student to student. “Some are anxious about how they will be perceived by their peers, while others worry about class tests. Younger children may feel unsafe when separated from their parents, leading to anxiety.”

She adds that even if students don’t have the language to express their anxiety, as teachers, they communicate effectively to identify potential causes and underlying issues. “By understanding each child’s unique concerns, we can provide the necessary support to help them feel more comfortable and secure in the classroom.”

Andrew says that it is important to validate their feelings and let them know that it’s okay to feel nervous or anxious. “Encouraging open communication with the students and reassuring them that we are there to support them is crucial. We can start by asking the students how their day is going or if they have any concerns. Creating this type of structure helps our students feel seen, heard, and valued in the classroom.” She adds that choosing activities that are fun, interactive, and relevant to our students’ interests can further ease their transition.

Encouraging peer interactions

Throughout the year, peer interaction is encouraged through activities such as group discussions, storytelling, and visual comprehension exercises. “Montessori group presentations also help students gain confidence and communication skills,” says Alphonso.

Peer interactions at Wee Pioneers Playschool are also cultivated through various collaborative activities. Sanil says, “Students assist each other in tasks like handing over belongings and participate in group activities such as building blocks and solving jigsaw puzzles together. These activities nurture teamwork, communication skills, and mutual support among peers.”