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Getting Ready for Preschool
Parents & Kids, August 27, 2007
by Wendy Keen
Education Services Coordinator
Children's Collaborative CPC

Although the television commercials might suggest that “back to school” refers only to the “big kids,” these days, even our youngest citizens are getting ready to enter their new classrooms. In 2006, the Department of Education noted that 43 percent of three year-old children and 6 percent of all four year-old children in the United States were enrolled in some sort of early education program. This number jumps to 2.54 million when you consider each of the nation’s children who were enrolled in some sort of nursery school or preschool program.

Several area preschool directors and family childcare providers have some words of advice for nervous parents who are worried about taking their children to preschool for the very first time.

“Some children will be anxious, and will resist getting ready in the morning,” notes Georgiana DeBenedictis, a family childcare provider who runs her own home program in Billerica. “Other children will be very excited, showing ‘I can do it myself!’ sorts of behaviors.” Before that first day comes, there are things you can do to help you and your child get ready for school. DeBenedictis recommends preparing children by talking about what to expect in preschool. She adds that if possible, visiting the classroom before school begins is another way families can help children reduce those “back to school jitters.”

Maria Chirco, director of Billerica’s A Brighter Rainbow Learning Center acknowledges that since children are being exposed to a variety of firsts such as a classroom, teachers, new rules – and may for the first time be in a large group of their peers – early childhood educators fully expect to see many emotions. “Adjustment takes time,” she says; but reassures her students’ parents that, “Everything is going to be okay.”

Directors and teachers reassure parents that a “transition period” is very typical as a child begins preschool, and that they should allow up to six weeks for their child to work through the expected levels of separation anxiety. Preschool staff – whether working in centers or in home based programs – plan a very low-key curriculum to begin the school year.

While it may appear as you enter the classroom with your child that their peers are “just playing” in the classroom, there is much more going on. Teachers are observing the strengths and interests of the children, and noting which self-help skills will need encouragement. From this, teachers will build a curriculum designed to build your child’s social and emotional skills – as well as an awareness of such concepts as letters, numbers, and the properties of science, art and music.

Though it may be difficult, Karin Metivier, director of the Kindercare Learning Center in Chelmsford, points out that to make the school transition less stressful, parents and teachers can help each other. Establishing a consistent daily routine is crucial. After helping your child put items away in their cubby, it may be best, Metivier says, to “give a quick hug and a kiss, and leave.” Saying goodbye to your child with warmth and confidence reassures your child that you are leaving them in a safe and caring environment. Going back into the classroom after you’ve said goodbye does not.

“It will confuse your child,” Metivier explains. “But don’t feel guilty if your child doesn’t cry. It means that you have found the right school environment for them. I always tell my families that if you are worried about your child and can’t concentrate on your work, give us a call. We will be happy to tell you how your child is doing.”

As the expert on your child, the preschool’s staff looks to you as an information resource. Sharing not only what you do at home to help your child learn -- as well as what you hope your child will learn in school -- allows teachers to know what to expect from you. In turn, they will keep you informed of your child’s progress.

“Communication is key,” states Tracey Doucette, director of Dracut Children’s Center 1. “Don’t be shy!” Parents should speak with their child’s teacher or the program’s director not only when they have questions or concerns, but to also offer suggestions about how to strengthen the center and its staff.

Studies have shown that high quality early childhood programs are built upon strong connections between home and school. Children who graduate from such programs are more likely to successfully complete high school and college, maintain a stronger sense of self-esteem, and even to have better paying jobs as members of the adult workforce.

And the benefits of high quality early education are not limited to children. Strategies for Children, a Boston-based non-profit policy group focused on improving the lives of children and families, reports that “when workers have reliable, quality early education and care arrangements for their young children, employers report reduced employee turnover, lowered absenteeism and increased productivity.”

“Building a real partnership between home and school is what guarantees a child’s success in school,” states Gail Fortes, coordinator of the Children’s Collaborative. A community partnership for children program, the Children’s Collaborative is funded by a grant from the
Massachusetts Department for Early Education and Care. DeBenedictis, Chirco, Metivier, and Doucette are members of the group, managed by Community Teamwork Incorporated, a social services agency based in the Greater Lowell Area.

“It takes hard work to maintain that open communication between teachers and parents,” adds Fortes. “But it’s worth it. Families get the support they need, and teachers are able to feel the appreciation parents have for the work they do with their children. When teachers and parents work together, everyone wins – especially the child!”

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