The End-of-Preschool Blues

Brodkin, Adele M.
June 2006
Scholastic Parent & Child;Jun/Jul2006, Vol. 13 Issue 7, p22
The article focuses on the changes in children's behavior after moving from pre-school to a new school. Some children feel more comfortable and content in pre-school and find it difficult to accept the idea of moving on to a new school. Parents should seek out calm moments to remind their child that many of his friends will be going with him to the new school. They should encourage their child to express feelings about leaving pre-school. Teachers should trust initial instinct of a child and interpret the child's attack on school as a plea to stay.


Related Articles

  • Evaluating Provisions for Parents and Parental Involvement in Greek Preschool Settings. Sakellariou, Maria; Rentzou, Konstantina // International Journal of the Humanities;2009, Vol. 6 Issue 9, p95 

    Effective education of the next generation requires us to recognize the needs, wishes and experiences of children and their families. That means that it is both an educational and a professional nonsense for schools to operate in ignorance of, and isolation from, the families they serve...

  • Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. Arnold, David H.; Zeljo, Alexandra; Doctoroff, Greta L.; Ortiz, Camilo // School Psychology Review;2008, Vol. 37 Issue 1, p74 

    The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from...

  • A Comparison of Ratings by Mothers and Teachers on the Preschool Attainment Record of 17 Five Year Old Children. Stedman, Donald J.; Clifford, Miriam; Anne Spitznagel // Exceptional Children;Feb1969, Vol. 35 Issue 6, p488 

    The article focuses on a comparison of ratings by mothers and teachers on the pre-school attainment record of 17 five year old children in the U.S. Tests of social maturity administered to parents or adult caretakers to obtain social ages of children are notoriously risky measures when used...

  • An investigation of Preschool Children's Family Functions: A General Outlook on the Family from the Mother's Perspective. Işik, Baran; Güven, Yıldız // Educational Sciences: Theory & Practice;Sep2007, Vol. 7 Issue 3, p1287 

    This study aims to investigate preschool children's family functions. To fulfill this aim, mothers' viewpoints and characteristics (e.g., educational level, age, number of children, time spent in Istanbul, relations with spouse, employment status, relatives living in the same house, and...

  • Parent-Assisted Instruction in a Motor Skill Program for At-Risk Preschool Children. Hamilton, Michelle; Goodway, Jacqueline; Haubenstricker, John // Adapted Physical Activity Quarterly;Oct1999, Vol. 16 Issue 4, p415 

    The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program...

  • What Do Parents Expect From Pre-School Teachers In Turkey? K���kturan, G�ler // International Journal of Business & Social Science;2011, Vol. 2 Issue 19, p123 

    Parental involvement and school partnership are very important in preschool education. Children demonstrate better performance in school. Therefore, it is a critical component to include parents in the research to better understand how to improve pre-school teacher education programs. The aim of...

  • What Do I Do? I Teach! ROBINSON, DAVID // Teaching Young Children;Dec2008, Vol. 2 Issue 2, p4 

    An interview with David Robinson, head teacher at Eliot-Pearson Children's School at Tufts University in Medford, Massachusetts, is presented. When asked about his reason for becoming a teacher, he cites the appeal of the intellectual vigor of teaching young children. According to Robinson, his...

  • EXPANSION OF THE SOCIAL PARTNERSHIP OF THE CENTER OF THE DEVELOPMENT OF CHILD AS THE RESULT OF THE INNOVATION ACTIVITY OF THE TEACHERS. Gorelikova, G. A.; Sergina, E. A. // In the World of Scientific Discoveries / V Mire Nauchnykh Otkryt;2013, Issue 41.2, p170 

    This article presents the characteristics of social partnership of pre-school educational establishments, including the principle of openness of the child development centre with various scientific positions social partnership, participation, forms of interaction; provides diagnostic level of...

  • Becoming a Preschool Child: Subjectification in Toddlers During Their Introduction to Preschool, from a Gender Perspective. Månsson, Annika // International Journal of Early Childhood;May2011, Vol. 43 Issue 1, p7 

    The aim of this paper is to contribute to the knowledge of children's introduction to pre-school as social practice with a focus on subjectification from a gender perspective. This introductory process is given great importance in the Swedish pre-school. This paper is based on a study carried...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics