This paper deals with the topic of acclimatization and the transition to daycare. The German law TAG (Tagesbetreuungsausbaugesetz), which aims at the demand-oriented expansion of childcare places for children under three, is to create 230,000 new places in crèches and with childminders nationwide by October 2010. As a result, the question of professional familiarization is naturally becoming more and more important. In the old days, children were simply dropped off at the facility on their first day without a second thought. Today, however, we know that a careful acclimation is crucial for the child's further development at the daycare center. In order to promote a positive development of the child, it usually needs the security of mother and father. This role must then eventually be taken over by the educator in a daycare center.
In order for the educator to become a reliable and trustworthy person for the child, the child needs a settling-in period, which should take place in the presence of the parents. Such a settling-in period is generally an important quality feature of an institution in which children from 0-3 years are cared for. Nevertheless, even today many parents and educators are of the opinion that an abrupt separation is best for the child. For this reason I thought it important to clarify from a psychological point of view why a cautious and slow acclimatization is preferable to an abrupt one and how important the presence of the parents is in this situation. In this paper, I would like to explore the question of what effects settling in without the participation of the parents can have for the little ones. Here I limit myself to children under 3 years at the transition from the parental home to the daycare.
Table of contents
Introduction
Why is acclimatization so important?
Acclimatization model
Why is parental help so important?
What is the best way for parents to behave?
Scientific studies
Effects of acclimatization without parental involvement
Conclusion
Bibliography
Introduction
The present term paper deals with the topic of acclimatization and design of the transition to the crèche. With the German law TAG (Tagesbetreuungsausbaugesetz), which aims at the needs-based expansion of childcare places for children under three, 230,000 new places in crèches and childminders are to be created nationwide by October 2010. As a result, of course, the question of a professional acclimatization is becoming more and more important. At that time, the children were simply handed over without hesitation on the first day in the institution, but today we know that a careful acclimatization is crucial for the further course in the crib. In order to promote a positive development of the child, the safety of mother and father is usually required. This role must then finally be taken over by the kindergarten teacher in a day care center. In order for the child to develop into a reliable and trusting person, it needs the phase of acclimatization, which should take place in the presence of the parents. Such an acclimatization period is generally an important quality feature of an institution in which children from 0-3 years are cared for (see Bethke 2009, p.5). Nevertheless, even today, many parents and educators are of the opinion that an abrupt separation is the best thing for the child (cf. Beller o.J.). For this reason, I thought it was important to clarify from a psychological point of view why a careful and slow acclimatization is preferable to an abrupt one and how important the presence of the parents in this situation is. In this term paper, I would like to investigate the question of what effects acclimatization without parental involvement can have for the little ones. Here I limit myself to children under 3 years of age at the transition from the parental home to the daycare.
First of all, I would like to give an introduction to the topic of acclimatization and clarify the question why this is so important. I have listed the opinions and views of experts on this. In the further course, I will briefly describe the course of a so-called acclimatization phase in more detail in order to finally come to the focus of my work: namely, why the help of the parents is so important for the child and what effects an acclimatization without the parents can have in relation to the child. I will use some scientific studies for this purpose. Finally, I would like to summarize the results and draw a summary.
Why is acclimatization so important?
An acclimatization is understood to mean the first weeks that the child spends in the institution with the presence of the parents. For the child, a lot changes from this point on, it is enriched with many impressions and is probably confronted with the experience of separation for the first time after this period of acclimatization. Such an acclimatization to the crèche is a prerequisite for a high-quality care and education of the children. Only when the child feels comfortable and has built up trust with the caregivers and the institution can he or she begin to learn. Toddlers and even infants already have many opportunities to express their needs and perceive their environment. They actively influence their development. The acclimatization phase is very important here, as it gives the child the opportunity to slowly and carefully get used to the new situation and to deal with the new impressions (see Anna Winner 2009, p.3). It can pursue its interest in the other children and the existing toys through exploration: "The children's group and toys can act as a counterweight to the anxiety-inducing moments by getting the child to break away from the parent and reorient himself." (Beller undated). Abrupt changes, on the other hand, make the child helpless and frustrated and increase the likelihood of reactions such as anger and repression (cf. Beller o.J.). They still process situations to a limited extent, but every day this is expanded a bit. Everything that is new and unknown exerts a strong attraction on them. If they are overwhelmed with the situation, the little ones protect themselves by signaling, for example, by crying or turning away, that it is becoming too much for them. Although the new situation offers many exciting things to discover, it is simply too much for the children at once (see Laewen 2007, p.23). These learning and adaptation services, which are necessary, severe and overwhelm the children in the first two years of life if they have to cope with these requirements alone without their parents (see Laewen 2007, p.26).
Acclimatization model
In the following, I would like to explain in which steps such an acclimatization takes place, so that one can get a more precise idea of it.
In the crib, a maximum of two children per week should be admitted, so that the kindergarten teacher can take the necessary time to observe the child and familiarize herself with him. In the basic phase, that is, the first three days, it is enough for the parents to stay in the crib with their child for an hour or two. This should usually be done at certain times, so that it is easier for the child if he first of all only experiences the same situations. Parents should at best retreat to a quiet corner and just watch. In addition, in the first three days, the parents should not dare to try a separation under any circumstances, not even briefly leave the room. According to Laewen, the first three days are particularly important and should not be burdened by a separation (cf. Laewen 2007, p.42). In a research project, which I will come to later, the children were absent on average four times longer due to illness in the first seven months of their crèche stay, if the parents separated from them in the first three days. The task of the kindergarten teacher is to first hold back and after some time to try to contact the child by offering him play. Furthermore, the kindergarten teacher will be there from the second day feeding or changing, so that the child also connects familiar activities with his new environment (see Laewen 2007, p.42). Laewen considers it very important that parents promote the child's interest in the educator, for example by talking friendly to the educator. The child will immediately perceive this and approach the situation in a more relaxed way. On the fourth day, a first separation attempt usually takes place, i.e. the parents say goodbye to the child and leave the room, even if he cries. However, they remain in the immediate vicinity, so that they can be brought back if the child does not let the kindergarten teacher calm her down. On the 5th day, this separation attempt is extended a little further, which means that the parents stay away longer this time. If the child still makes a balanced impression, the care measures can now be carried out at a greater distance from the parents. The reaction of the child is an important indication of the duration of the acclimatization period. From the second week, the child stays longer in the crib and the separation times are also extended. If the child deals calmly with the situation and he lets himself be comforted by the kindergarten teacher, the acclimatization period should be completed (cf. Laewen 2007, p.44). This does not mean that the child no longer cries when the parents say goodbye to him after bringing, but he will be comforted by the kindergarten teacher. Laewen advises to leave the child in the crib only half a day in the first 6-8 weeks. One must bear in mind that it takes all its strength to familiarize oneself with the new situation. A full-time care from the beginning would make it unnecessarily difficult for the child (cf. Laewen 2007, p.44).
Why is parental help so important?
At about 6 or 7 months, children orient their behavior to their parents, especially if they are irritated or overwhelmed. While a four-month-old child can still be comforted by any person, a child at the age of 8 will usually no longer allow this. In this case, only the caregiver can calm the child. For the child, if she has taken care of the child permanently and reliably, she has become his binding person, who cannot be replaced by any other person (cf. Laewen 2007, p. 25). The child sends signals to this person by crying e.B when he is hungry. The mother or father must react promptly to show the child that he or she is understood (cf. Q1). For the development of the child, the parents are of the utmost importance, and also for the acclimatization to the day care center: "They serve the child as a kind of 'mobile nest', as a 'safe base' in his exploration of the environment." (Laewen 2007, p.26). The child feels safe and strengthened in his identity, which the child can use as a basis for exploring the new environment. They can cope well with the new challenge if they are accompanied by the parents and give the child a feeling of security (cf. Q1). If the children have to stay in a foreign environment without a bonding person being present, this is a major stress-inducing factor, especially for children between the 7th and 20th month of life, because the child cannot withdraw to his bonding person in case of uncertainty or irritation (see Laewen 2007, p.30). If the child is not accompanied by the parents, a situation will arise at some point in which the attachment behavior is triggered, if this has not already happened when the parents leave (see Laewen 2007, p.31). In order to make the transition to the day care easier for the child, parents should accompany it from the beginning for several days. They don't even have to do much, but just be present and watch it from a quiet corner. In this way, they offer the child security and give him the feeling of being able to withdraw there at any time (cf. Laewen 2007, p. 24). In addition, the parents can convince themselves that their child is doing well in the institution and that there is no danger to him. However, this requires a certain amount of time, which can only guarantee a careful acclimatization (cf. Beller o.J.). The aim is for the child to build up a secure bond with one of the kindergarten teachers from the crèche, which can only develop if a careful familiarization with the parents takes place. Children can certainly build a bond with several people: "If acclimatization times and transition situations are deliberately designed, the children even benefit from an extended circle of caregivers." (cf. Q1).
What is the best way for parents to behave?
The bonding person, usually the mother, should place herself in the day care facility in such a way that she does not disturb the everyday routine and the activities, but can still have a good overview of everything. In order to develop trust, it is very important that the child has the freedom to move away from the mother, but also to be able to return to her at any time. Even if the child turns away from the mother in the first days and joins the group without fear, the presence of the mother is important. It could be that the child, precisely because the mother is there, approaches the foreign children with confidence. Beller points out that after a few weeks, these children usually still develop separation anxiety, which leads to the fact that they no longer participate in the activities of the group. This belated appearance of separation anxiety can have various reasons. Beller describes that the child is probably over-sure of protecting the mother or that he or she has dependency conflicts that lead to inhibition in the expression of his dependence needs. According to Beller, the separation anxiety can be triggered belatedly in both cases during or after acclimatization:
"In the first case, because the child belatedly discovers that he feels left alone by his mother, and in the second case, because the prolonged absence of an interaction with the mother has reduced or eliminated the occasion for inhibition of the expression of separation anxiety in the child" (Beller o.J.).
This leads to three conclusions: The acclimatization participation of the parents, whose children quickly separate from them, nevertheless not to shorten, but to extend. Beller cites the reason that children express their fear of separation indirectly and with a time delay. The child who does not show his fear of separation must first express it before a different way of dealing with fear can be learned as repression or avoidance: "We believe that an active examination of a problem, and not its avoidance, is beneficial for its solution and overcoming." (Beller undated). Furthermore, one could not meaningfully promote a confrontation of the child with the acclimatization situation if one does not at the same time promote the confrontation of the parents with their reactions and insecurities through a careful transition. It is important to give the parents only recommendations and no instructions. Because if they accept them, they will perceive their actions as an autonomous decision (cf. Beller o.J.). However, parents should not harass their child in any case. Laewen points out that children react very differently to the new environment. Some would first turn cautiously and hesitantly to the new situation, while others would turn energetically and without hesitation. This depends on the previous experience and temperament of the child. He also notes that it often happens that it is precisely the children who at first seem anxious who would later find their way into the environment best (cf. Laewen 2007, p. 35). The mother and father are used by the child as a "secure basis" that offers them a feeling of security and withdrawal (cf. ibid., p. 36).
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- Quote paper
- Melanie Schewtschenko (Author), 2010, Acclimatization and Transition to Daycare, Munich, GRIN Verlag, https://www.grin.com/document/1167862
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