Reflections and Proposals Toward a “Sustainable” Adaptation

Adaptation should be gentle and slow. For the transition from home to early childhood school to be kind, it is essential to pay attention to the emotions of both the child and the family.

Families usually do not know the educational staff, so they show their nervousness during these first days. Their concerns and fears begin to surface during the adaptation period, because they are leaving their most precious treasure in the hands of people they do not know, and it will surely be the first time they are separated from their baby. We must never forget this. Identifying and working together with the context, needs and emotions of each family is essential in order to offer an appropriate beginning. We must highlight the importance of beginnings, since it is in them that the seeds of trust and collaboration are sown.

Although the Haurreskolak Consortium has established a 10-working-day adaptation period in its Educational Project, years of experience show us that this is not usually the amount of time that children and families need to adapt to early childhood school; it is not realistic.

From the very beginning, families of the Haurreskolak Consortium will have the possibility of being present in the classrooms and will gradually leave the classroom, leaving their child there. During the first days, the time that families are present in the classroom will be gradually reduced according to their experiences. This will give the educational staff a leading role in interacting with the child through the progressive separation from the families, provided that needs and impressions have been shared and agreed upon with them. The attitude of the educational staff toward families is decisive for moving forward in this process; therefore, we must listen to the doubts and concerns that arise and respond to new challenges. To this end, communication with families will be the most valuable tool.

During the first days, the child will gradually become accustomed to the classroom (the physical space and the materials it offers), each at their own pace, of course. In fact, although some children may not separate from their family at first, it is common for them to do so little by little, with accompaniment, driven by their curiosity.

Throughout this process, the educational staff will observe continuously in order to identify the child’s needs. We will try to convey closeness through eye contact, play with materials, and oral and body language. We will also seek to show that we have a natural and close relationship with their families. If the child sees us interacting naturally with their family members, they will perceive us as trustworthy. Without a doubt, building trust between the educational staff and families is essential.

When talking about the adaptation period and its duration, it is difficult to rely on a fixed schedule, since each individual has their own rhythm and the needs and circumstances of each family will determine the length of this process.

In this way, the educational staff structure and design the adaptation process for each family and for each child through the challenges that arise in daily life. To this end, observation becomes a key tool and at all times an attitude of respect and consideration toward families is essential.

During the adaptation phase, the ideal would be to have one educator for every two or three children in the 0–1 age group, and one educator for every four children in the 1–2 age group.

During the first days, it is advisable for the child and the family to remain in the classroom for a maximum of one hour, gradually extending this time. We will progressively extend the schedule when we feel that the child is comfortable during that hour. Mealtimes will begin later, as eating and sleeping are among the most delicate moments. In fact, the child should stay for the nap only when they feel sufficiently comfortable during the morning and lunchtime.

We should not rush children to eat at mealtime. If they feel respected, it will be easier for them to begin eating in a pleasant way in the company of others. Even at sleep time, the key is the educator’s presence and support. At all times, these are the keys: respect, active listening and presence. Everything else will come in due course.

This stage is a time of transition; it is not easy for children, for families or for educational staff. Emotions are often close to the surface, and as this is the beginning of a process of mutual understanding, adaptation is usually very intense—but it will pass.

It is possible that a child appears to feel comfortable at the early childhood school, yet at mealtime or bedtime shows signs that they have not fully adapted. All of this is meaningful information, since they do not yet master oral language; therefore, they have not fully adapted and express it in this way. Children are constantly communicating, both through what they do and through what they do not do. When calm is observed in their routines and free play, and when they are able to seek us out (the educators) and be comforted by us when they feel sensitive, then we can say that the child has adapted to the early childhood school.

Adults may feel a sense of urgency, but haste is not a good companion. The child, and no one else, will indicate when they have adapted.

During the adaptation period, children go through a series of remarkable experiences: separating for the first time from their attachment figures, building trust in other people they have just met, understanding that the familiar person will come back to pick them up just as they left through the door… These are not just any learnings; they are demanding learnings that cannot be acquired from one day to the next.