Posted at 12:00 p.m.
Karina Laflamme is the mother of a 4-year-old boy who will start kindergarten in September. Unlike his big brother, he is unaccustomed to new situations and new friends, having spent more than half his life in isolation, due to the pandemic, and has been deprived of all the sports and music lessons that previously furnished his weekends. She wonders about the impact that the constraints of the past two years will have on her entry into school.
From the outset, psychoeducator Solène Bourque tells us that a large number of children will take their first steps in school experiencing the same challenges, whether or not they have attended daycare since this attendance will often have been irregular, punctuated by more or less long periods of isolation.
And while the situation is likely to affect them socially, it can also impact their ability to follow a routine and persevere with a task, she points out. “At the same time, teachers are very aware of these challenges. [La pandémie] has had an impact on the kindergarten cohorts of 2020 and 2021, and we will see it again in 2022.”
Preparing for school entry
In general, any new situation will generate a certain level of stress, even if children with a “more explorer” temperament will appreciate novelty more, notes the psychoeducator. But stress isn’t always negative: a small dose gives us the adrenaline to spring into action, the excitement to make new friends and the energy to move on, she notes. . And parents have ways to help children through this crucial stage.
In 2020, when the visits prior to starting school were canceled due to the pandemic, Solène Bourque prepared with the Midi Trente Editions the document “Ready for kindergarten! ». According to her, we can use everyday elements to promote learning that will be useful to the child: for example, following the steps of a recipe while cooking with his parents to work on his ability to follow a sequence; or even entrusting the child with certain responsibilities to develop their autonomy – such as putting away their shoes when they get home or hanging up their coat.
We also prepare lunch boxes so that the child can practice opening dishes, she adds. “At the CPE or at home, the plate is there and that’s it. Of course, the educator will help her at school, but she has to take care of 25 other children,” notes M.me Bourque.
PHOTO MARTIN CHAMBERLAND, PRESS ARCHIVES
Solène Bourque, psychoeducator
When you arrive at school, it’s not true that it’s the academic learning that’s needed, but more autonomy, the ability to tolerate a certain delay and to wait your turn, because you’re going to be several to ask for help from prof.
Solène Bourque, psychoeducator
She also advises showing the child the way to school and – a very important point – going to test the play modules in the yard during the summer. “If the child is really looking forward to playing in the play modules, but they are not at all like those in the park, it could very well be that he arrives on the first day of school and is don’t feel super comfortable going to try them. »
“These are all things that will ensure that the child will gradually develop certain skills that will make him feel good when he arrives at school – maybe not in everything, but at least in certain aspects. »
Thus, the child will have developed a certain autonomy and several skills that will overcome the stress he may feel on the social level, she explains.
“It’s true that we don’t have control over social contacts, but we have control over many other matters. And that’s what we want: for the child to feel capable when they arrive at school. »
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