THE DISH ON DEVELOPMENT: NEWSLETTER FROM THE SCHOOL PSYCHOLOGIST Dana Levy, Psy.D

Introduction

School is almost out! While we all look forward to the great weather, vacations, the beach, and a break from the norm, this is a transitional time that can be both exciting and stressful. When parents, teachers, and school professionals near the end of the year, we have time to reflect back and think about the accomplishments in the children we have seen grow. This can be a very satisfying time of the year but also a time to adjust to the changes and new challenges that arise with each developmental stage.

Child Development

In order to best support children through transitions, it is important that we have an awareness of childhood development. Widely accepted theorists such as Jean Piaget and Erik Erikson provide information on the stages that children go through. This can help us create opportunities for growth and development during these transitional times. For instance, we know that preschoolers have a tendency to engage in “magical thinking.” Magical thinking is based on a child’s own experiences and can be illogical. For example, if a child snaps his/her fingers and the lights go out, the child may believe that he/she caused the lights to turn off. Therefore, when thinking about transitions, if we don’t explain why school is ending in a clear manner to children (i.e., school always ends for summer) then the child may come up with an association that is inaccurate. Egocentrism is another theory, which explains the idea that children in the preschool years are just learning to take the perspective of another person. This helps us to understand that children will not understand parents or teacher’s thoughts or feelings about the ending and transition to summer. For example, having the children share their summer plans with their classmates helps the child with both perspective taking (hearing what teachers and friends are doing) as well as further reinforce that all children end school for the summer (it’s not for an illogical reason or just them who is leaving). We take theories such as these into account when helping preschoolers with the transition.

Transitions

While most children embrace new experiences with ease, new experiences can occasionally cause anxiety and fear in some children. In both cases transitions can be a time of growth and development for children and their parents. Transitions offer a time for reflection, closure and new beginnings. Parents’ reactions to transitions may also have a direct impact on how their child responds. For instance, in an urban setting such as New York City where many parents both work and schedules are tight, moving from school to camp or to a new school can be stressful. Parents often have their day down to the minute and the structure and stability of school is often reassuring. Over the summer, children often have more downtime and the routine is changed. Parents may want to spend some time thinking about how they deal with transitions and ensure that they are mindful of their reactions. One critical part of a successful transition is for parents and teachers to collaborate. Transitions may be especially hard for pre-K students who are moving to kindergarten where demands will be much greater. They will be expected to do more academic work, sit for longer periods of time, raise their hand to speak, and will have less play time. In addition their new school will most likely be larger, have more children, and expect more independence.

To Ensure a Smooth Transition Teachers Will:

• Provide students with enough time to transition; too much time could raise anxiety
• Encourage excitement about the next stage
• Offer an opportunity in the classroom to reflect on the year
• Create a tangible project that can be used to remember the year
• Collaborate with parents to ensure that each child’s individual needs are being met based on where they are going next year

Parents Can:

• Stay calm about any stress they might feel; children are very attune to their parents emotions. Talk to one of the school professionals or a friend about any concerns
• Validate your child’s experience if they are sad about leaving friends or the school, while building excitement about what’s to come
• Take into account family situations that may impact on the transition (i.e., moving, new nanny, new sibling, etc.) and let the teachers know so that they can lend support
• Create a “memory box” or “scrap book” at home with pictures, art work, and keepsakes from the school year
• If a child is moving on to a different school, parents may consider visiting the school, taking a tour, and networking with other parents over the summer
• Continue to have play dates with friends from school to keep connections

When to be Concerned:

Most children are very resilient and transition with ease. Should your child show behavior or emotional changes that are outside of the norm and should these changes continue for more than a few days, you may want to consult with a professional. These changes could include changes in sleep, appetite, social withdrawal, behavior problems, or lack of interest in activities that used to be exciting. Should your child show school refusal or separation anxiety when they begin the new school year, there are many successful strategies to ease these difficulties that can be discussed with the teacher.

Conclusion

It is important to take into account child development theories along with practical, hands-on experience and collaboration with parents to ensure a smooth transition. Every opportunity to teach about life experiences including transitions, can be a good educational tool. Important social and emotional skills can be embedded at these times. We encourage you to reach out to a school professional if you would like to talk further about your child’s end of the year transition.

We wish you a very enjoyable and relaxing summer!

About the Author

Dana Levy, Psy.D., Clinical Psychologist
Dr. Levy is an Assistant Clinical Professor of Child and Adolescent Psychiatry at the NYU Child Study Center and also serves as the consulting School Psychologist at Preschool of the Arts in New York City. Dr. Levy specializes in child and adolescent evaluations, school consultation, parent consultation, and treatment for a wide range of childhood disorders.