Transition to Kindergarten Following the Covid Years

​Are you worried about your child starting school this year? Have they had some social difficulties in the past few years? Has the pandemic had an impact on their social development? Many parents have felt the impacts of the pandemic on their younger children’s wellbeing and social development. Kids entering juniour kindergarten this year, have lived more of their life during the covid pandemic years than not. They have also needed to make sense of a changing social world, including what physical distance is okay with another adult or child, when to wear a mask and not, underlying fears of others to be around any common cold, missing some key exposure to facial expressions, and reduction in opportunities for social interaction. The opportunity for social interaction has ranged between children depending on level of comfort of families, accessibility of childcare, a parent’s job and restrictions within that job, and accessibility of opportunities of child programming such as afterschool programs and camps. Below are a few considerations to support your child in the transition to starting school and being socially successful:

1. Provide Opportunities. Find opportunities to expose your child to being around other kids at parks, splash pads, and potentially local camps if there is spots available. If you are with your child you can coach them in saying hi to other kids at the park, and progressively work up to supporting other social skills like giving compliments or asking to join in.
2. Highlight Achievements. Look back at the summer weeks, and see what you can highlight in terms of social achievements for your child, whether they were able to attend their first camp or make a new friend at the park, or even say hi to the neighbour they have been shy of for the past two years.
3. Supportive Resources. Books from your local library or book store that you can read with your child about starting school and what to expect. This can provide an opportunity for your child to ask spontaneous questions that may have not arisen otherwise, and to help them feel less alone in whatever they may be experiencing. Connecting with other kids in the area that are starting school at the same time. Having the daycare provider support discussions about how kids entering school this year are feeling.
4. Envisioning What to Expect. If you had a visit to the school in the spring, refreshing your child’s memory of what it looked like such as what the classroom looked like, items they liked while they were there (e.g. figurines or chalkboard), and the routine of the day. Also touching on what your child can expect socially such as how many kids in their class, kids they may know, and what recess may look like.
5. Supporting Emotions. Various emotions may come up with the considerations above. Allowing space for all these emotions is important, having a consistent time each day to check-in leading up to school, and then having time before and after school can be helpful. The more your child can share how they are feeling the more opportunity you have to empathize and acknowledge their emotions and also coach your child in how to support themselves when they are at school.

If you need additional support reach out to me I am Nicole Levy and I would be happy to help. Book an initial consult directly though  https://oab.owlpractice.ca/mindfulhealingjourney/booking