? What is the adaptation period in early childhood education? 🤔
In just a few days, thousands of children across Spain will start school 🏫, and their families will also discover how the famous "adaptation period" works at their new school. This period is designed to support children during the transition from home to school.
This period is called the adaptation period , and it is that very special (and sometimes challenging 💪) time that children experience when they begin their journey in preschool or with the day mother, or when they start their school stage in the second cycle of early childhood education (3-6 years).
This is the process that allows them to gradually conquer a new environment, with unfamiliar people, different routines, and without the constant presence of mom, dad, or their attachment figures.
This is a time for the little ones to learn to feel safe in their new school and to discover that school is a cool place to go to learn and play, not a place where they are "abandoned." In other words, they should be there telling us, when we go to pick them up, that they want to stay a little longer , and not resigned because they have no other choice (even hating Mondays, as they are too young for something like that).
Adaptation period to the first cycle of early childhood education: why is it important? 🤔
In the eyes of many adults, starting preschool, starting "big school," might seem simple. There are even people (still too many) who have normalized the idea that little ones will cry and cry "until they get used to it." This approach, besides being unfair, is risky, as it jeopardizes the child's connection with the school.
If poorly planned, the start of the school year can generate sadness, fear, misunderstanding, and even anger , not only in the children but also in the family, who are leaving their little treasure in the hands of third parties and are eager to be able to trust the teacher and the school.
When well-planned, this approach protects family ties, builds a relationship of authority and trust with the teacher, and establishes the emotional foundation for the entire school year . It simply involves placing the child's curiosity and initiative at the center, so they feel they are not being forced to stay, but rather have a wonderful opportunity to enjoy the space and the company.
Stages of the adaptation period in early childhood education 🧩
1) Preparation and alliance with the family 👨👩👧
Before formalizing enrollment, the school must explain to families what the adaptation project they are carrying out is, arguing the importance of doing it well, and entrusting an important part of it to the families since, without their active role, it will not be possible.
During a well-planned settling-in period, families are invited to accompany their child in the classroom for the first 8 to 10 days (this can be done by the mother, father, or another familiar and trusted figure). This allows families to organize themselves and understand that their presence is vital, as it's essential to ensure the child feels confident at all times.
2) Shared welcome: the family enters the classroom 🚪
The classroom is organized so that there is a specific space for families within the classroom, visually marked (for example, with a line on the floor) and close to the door. The adults sit there and do not cross that boundary: this allows the child to decide when to approach and play and when to return to their "safe haven." This simple measure puts the decisions and the pace of separation in the child's hands .
At the same time, the environment is taken care of: barrier-free furniture to facilitate the movement and observation of the little ones; simple, attractive materials that are within their reach, that do not require adult help to use them; and of course, having a single highly desired object that triggers conflicts between the children is avoided (for example, a single car).
The teacher is the only adult in the children's area . She sits quietly, at a low height, calm and approachable, without chasing after any of the children or trying to rush them. The children can ask her for help, as the parents are in the adult area, seated (some even reading a book—mobile phones are prohibited).
The teacher is a friendly and predictable presence for the children: anyone who wants to approach her knows where to find her. If a child doesn't yet feel comfortable, they can choose not to. By sitting at their level, the teacher conveys a sense of security, reducing any potential feeling of threat from seeing a stranger.
3) Exploration with return trip ↔️
What usually happens is that the more outgoing children explore the classroom from the start , and even interact openly with the teacher. Others, more wary, prefer to spend one or more days under the watchful eye of an adult, observing and "taking possession" of the space before venturing out.
Many children will be constantly going back and forth . They might grab a toy and run back to the adult. It will be necessary to agree with the little ones that toys cannot be taken into the family area. This means that many will sit by the line, with their toy, facing their assigned adult.
There are also those who do the elastic band thing: they wander off for a while, play something, and come back for a little while near mom (or dad, or grandpa…), to recharge their confidence , before wandering off again.
All of these behaviors are normal , as everything depends on each child's temperament and level of trust. Families should understand that both when they wander off and when they return, they are progressing in their adaptation: they are venturing out to explore and then coming back for a hug, confirming that their safe haven is still there. Little by little, they will explore more and return less often, as their confidence grows.
Duration of the adaptation period in nursery school ⏳
There's no set number. As a guideline, in most cases 8 to 10 days of family presence in the classroom is usually sufficient . After that, the time adults spend in the classroom gradually decreases. Some parents stop being present before the 8 days are up. Others, a little later.
The important thing is not to "finish quickly", but to be clear about the objective: to protect the family and school bond of the child while integrating into the new place and new routines.
It cannot be that society fills its mouth with the words "Human Rights", "Protecting children" or "The best interests of the child", and then carries out, in educational centers (EDUCATIONAL) dynamics that would be unthinkable in any job, for any adult: imagine the fear and suffering of a child who feels abandoned at school , and try to think about what kind of situation you would have to be in in a new job to feel something similar.
Tips to ease a child's school adjustment period 🌟
Reserve some days and choose who will accompany you. If possible, save vacation days, personal days, or adjust your schedule to allow for those 8 to 10 days of adjustment (the preschool or school will tell you how many days they typically require). It's fine for the mother, father, or a very loved one (grandmother, uncle, etc.) who can provide reassurance.
Explain the truth to her in simple words. “We’re going to a school with children and a very kind teacher. I’ll be with you for a few days.”
Bring a comfort object. If they have one, like a cuddly toy, a small blanket, or a stuffed animal, put it in their backpack. They won't need it at first, but it might be helpful when you're no longer in the classroom. If they don't have one, an item of clothing with your scent can be a great emotional support.
A clear and unhurried arrival ritual. Come in, go to the family area, sit down, and observe. Let your child explore whenever they want; welcome them back when they return. The teacher will guide you on how to proceed.
Coordinate with the teacher. When the teacher sees that your child is ready, she will encourage you to go to the bathroom for a moment , letting your child know. To do this, you will leave your things on the chair and tell your child that you are going to the bathroom for the older children and will be right back. It's just a couple of minutes to see how your child responds.
If the response is positive, the teacher will arrange another, slightly longer outing with you: “Sweetie, I’m going to the car. I’ve finished this book, and I have the other one in the car. I’ll be right back.” This outing will last about five or ten minutes . Again, the goal is to observe how the child responds. If they handle this well, the next outing will be longer.
These separations don't have to be on the same day . It will depend on each child. This longer outing would be something like, "Sweetie, I have to go to the bakery and buy tomatoes, otherwise we won't have anything to eat. Now, when I get back, I'll pick you up and we'll go home to make lunch." On this occasion, the adult will be gone for about half an hour , leaving the adult's chair empty. Upon returning with the shopping, the mother (father or family member) will take their child, just as they have explained.
If it goes well, it's likely that no one will need to stay the next day, because if the child can stay confidently for half an hour, they'll probably be able to stay longer. This shows that the child already trusts the teacher and feels safe in that environment .
Take care of your rest and your body. The first few days can be tiring: opt for naps, gentle routines, and familiar meals. Don't go to bed late.
Comfortable clothing and footwear that allows for independence. Clothing that allows them to pull their trousers up and down if they need to use the toilet, and freedom of movement, so they feel safe. Comfortable footwear that is also easy to clean (here you can find links to ZF products).
Validate your emotions. It's normal for you to feel all sorts of things too: nerves, doubts, the urge to cry. Especially if your start at school wasn't what you'd hoped for. Being there for someone isn't about "not feeling." It's about feeling and still being there for them .
What if she cries? 😭
It's possible that in the following days, she might cry when you leave. Don't adults sometimes say, "I don't want to go to work today"? Perhaps she says that because she simply doesn't want to go that day . Maybe something happened at school . Maybe she'd rather stay home and play .
Or, more likely, because they don't like saying goodbye , so they cry for a little while, and then once they're in the classroom, they quickly join in the activities and have a great time. I mean, there are kids who come in crying, and then when you go to get them, you practically have to drag them out because they don't want to leave.
The important thing is what we do with that crying: be present, name them, offer them cuddles if they ask for them, give them time, and stick to the plan. When the environment is well thought out, when the adjustment period has been planned respecting the children's rhythms, the crying gradually subsides as time goes on and is replaced by play and curiosity .
In summary ✨
A good adjustment period doesn't harden children, nor is it about waiting for the little one to resign themselves to it. A good adjustment period nurtures them and doesn't force them into a routine, but rather gives them reasons to trust and want to go to school . I repeat. I insist. We have to make sure that the child wants to go to school . And that when you go to pick them up, they don't want to leave . If not, something isn't being done right.
If we all—schools, families, and the whole of society (it would make perfect sense to have days off in the year your child starts school to allow for the adaptation period) —put the bonds at the center , the start of the school year ceases to be a bitter pill to swallow and becomes a safe bridge to everything they will discover and learn. 
Armando Bastida - Pediatric Nurse
