When the time comes for a child to be looked after by a stranger, parents have many questions. Will the educator like my child? Will the pedagogical staff understand his or her signals? Can I talk about my fears, my concerns, maybe even my worries? Will the educator compete with me?
To answer all these questions, it is essential to carry out a gentle and individual acclimatization. During my first internship, I was asked by my mentor to carry out an acclimatization as a caregiver. This acclimatization took five weeks. Three years before, I adjusted my son in the same institution, here it took about 10 days. From this practical experience, I know how different the length of an acclimatization can be and what a challenge it is for everyone involved. In order to make the start in the facility easier for the child, close cooperation between the team, the provider and the parents is a basic in acclimatization. But questions also remained unanswered. Is there one right way to settle a child in? How should one prepare for the settling-in period, as an educator and as a team? What possibilities are there to make settling in easier for everyone involved? I would like to get to the bottom of these questions in my thesis.
Table of contents
1 Introduction
2 Attachment
2.1 Definition of attachment
2.2 attachment development
2.3 attachment theory
2.4 attachment types
3 Acclimatization in the elementary level
3.1 Acclimatization as an educational mission
3.2 conditions
3.2.1 general conditions
3.2.2 Cooperation with parents:
3.2.3 Discussion in the team, with the management and the carrier
3.2.4 Self-reflection and reflection
3.3 Organizational proposals for implementation
4 Acclimatization
4.1 Importance of acclimatization in the elementary sector
4.2 Acclimatization models
4.2.1 The Munich acclimatization model
4.2.2 The Berlin acclimatization model
4.3 Insecurities during acclimatization
4.3.1 Children's insecurities
4.3.2 Insecurities of parents
4.3.3 Insecurities of pedagogical specialists
4.4 Methods and practical tips to facilitate the start of the kindergarten
5 Conclusion
6 List of references
Theses on the topic:
"Just one more kiss, mom!" – Acclimatization in elementary school
- A good preparation is essential for a successful acclimatization.
- Cooperation with all parties involved plays a central role.
- The acclimatization process is an individual process.
- Acclimatization is a process of social integration.
1 Introduction
At the door, Leo is quite happy when he is brought early by his mom. But if she then says "bye" to him and gives him a kiss, usually a few thick tears roll down his cheeks. He says goodbye to his mother with difficulty and clings to her trouser leg. The care teacher picks him up at the door, greets him friendly and goes into the room together with him. Leo observes everything in his surroundings very carefully, as do the other children. He stands a little off and presses his cuddly cloth firmly to himself. His gaze wanders again and again to the door.
This is a scenario that happens every early, one way or the other in Germany's children's institutions. Since August 1, 2013, according to Family Minister Dr. Kristina Schröder, every family with children from one to three years of age has a legal right to a place in a crèche.
When the time comes to have your child cared for by a stranger, parents have many questions. Will the educator like my child? Will the pedagogical staff understand his signals? Can I speak of my fears, my misgivings, perhaps also of my worries? Will the educator compete with me? (cf. Laewen, et. al. 2011, p. 61; Laewen, et. al. 2012, p. 37 and http://www.uni-bielefeld.de/Benutzer/MitarbeiterInnen/Kita/EingewöhnungKita.pdf)
In order to answer all these questions, it is essential to carry out a gentle and individual acclimatization. During my first block internship, I was asked by my mentor to do an acclimatization as a reference teacher. This acclimatization lasted five weeks. Three years earlier I got used to my son in the same facility, here it took about 10 days. From this practical experience, I know how different lengths of acclimatization can be and what a challenge it is for everyone involved. In order to facilitate the start of the institution for the child, close cooperation between team, carrier and parents is a basic requirement.
But questions also remained unanswered. Is there a proper method to get used to a child? How should you prepare for the acclimatization period, as an educator and as a team? What possibilities are there to make it easier for everyone involved to get used to it? In my technical work, I would like to get to the bottom of these questions.
2 Attachment
2.1 Definition of attachment
Attachment is an emotional long-lasting relationship with a person in which the child seeks protection, security and physical closeness. This becomes particularly clear in situations in which the child does not feel safe, foreign or stressed (cf. Ahnert, 2010, p. 43).
2.2 attachment development
While in the past one spoke only of the mother-child bond, it was later realized that the infant is quite capable of building a bond with several people, such as the parent-child bond. Fathers today take parental leave, so they have contact with their offspring earlier. Children develop different individualized ties with different strengths within their family or with people from the immediate vicinity of them (cf. Haug-Schnabel, et. al. 2005, pp. 37 to 38).
A distinction is made between different stages of attachment development. Thus, the child is not yet firmly bound in the first weeks. In this preliminary phase of bonding, it responds to the individuals who satisfy its needs. Between the sixth week and the sixth or eighth month, the child is in the phase of emerging attachment. It prefers people it recognizes by certain characteristics, such as the voice. Through this, it is easier to calm down and develops trust in them. The phase of pronounced attachment begins at the earliest with the sixth month of life and lasts until about the 24th month of life. You can recognize it by the fact that the child, when he feels strange, begins to cry, for example, when the mother leaves the room. This is followed by the stage of reciprocal relations. The child now has increasing opportunities to express himself. His activities and cognitive abilities are also increasing. It can now build a functioning, mutually organised relationship.
(cf.http://www.psy.lmu.de/epp/studium_lehre/lehrmaterialien/lehrmaterial_ss10/wintersemester1011/krimmel_vuori/seminar2/bindungunderltern.pdf)
2.3 attachment theory
The attachment theory was founded by John Bowlby and Mary Ainsworth. It vividly describes the behavior that results from interaction between mother and toddler. Attachment is a constant, emotional relationship that extends over a long period of time. It is a basic need. Children can only deal with the environment if they can fall back on the protection and proximity of the bonding person. (cf. Bodenburg, et. al. 2011, p.207) The relationship experiences that a child has in his early childhood form the basis for all further ties. In this way, children learn from the independent behavior of safely bound adults, their attitude in relationships, which they take over. The older the children are, the less dependent they are on their caregiver (cf. Bodenburg, et. al. 2011, pp. 209 to 210).
2.4 attachment types
Secure attachment
A secure bond is spoken of when the children seek contact with their caregiver and feel safe and secure. They explore their environment (exploration ). In phases of separation, these children cry or are unhappy, but can be quickly calmed down when the caregiver returns.
Unsafe avoiding attachment
Children who have an insecurely avoiding attachment pattern have no grief when separated from the caregiver. They show few emotions and avoid physical contact. If parents return after separation phases, this type of attachment turns away rather than seeking closeness.
Uncertainly ambivalent bond
Insecurely ambivalently bound children sometimes seek contact with the contact person. Occasionally, however, they ignore them. Unknown persons trigger fears and anger in them, which they then express loudly. It's hard to calm them down after a breakup.
Disorganized attachment
Children with disorganized attachment often react very contradictoryly. In her facial expressions as well as in her behavior. They do not perceive the parents as a secure basis. In older children of this type of attachment, there is often an exchange of roles between child and adult.
(cf. Fröhlich-Gildhoff, et. al. 2009, pp. 43 to 44 and Haug-Schnabel, et. al. 2005, pp. 38 to 43)
3 Acclimatization in the elementary level
3.1 Acclimatization as an educational mission
Acclimatization as the first contact with the child is anchored in the Saxon education plan, it represents a quality standard within the daycare centers. According to the Saxon Law for the Promotion of Children in Day Care Centres (SächsKitaG), the Saxon education plan is the basis for the design of pedagogical work in day-care centres § 2 paragraph 1. In the contexts section of the Saxon Education Plan, considerations are presented on how to design the day care facilities and their processes in such a way that they encourage children to learn. Part of these considerations is the acclimatization.
Furthermore, the curriculum for training as a state-recognized educator teaches, among other things, in learning field 2 "Shaping relationships and accompanying group processes". Here are the points: "Importance of individuality and identity in the relationship structure", "Importance of social relationships in the life course" as well as "attachment theories", these are an important part of the acclimatization and group process. In learning field 4 "Stimulating and supporting educational and development processes", "Specificity of early childhood education and attachment as their prerequisite" and "Well-being as a basic condition for successful learning" are taught, these things also have a high priority during acclimatization and in further pedagogical everyday life.
(cf. http://www.schule.sachsen.de/lpdb/web/downloads/lp_fs_erzieher_2008.pdf)
3.2 conditions
Educators have the task of promoting the physical and mental development of children in early childhood care by encouraging them to creative activity as well as to play freely or directed and to encourage them to learn. They actively shape the development of the social behaviour of the children to be cared for. The pedagogical staff must support and accompany children in an age-appropriate manner and search together with them for answers to their questions. The following tasks are basic conditions for pedagogical work, self-reflection, discussion in the team and with the parents.
3.2.1 general conditions
An important condition for the success of the acclimatization is the attitude and the behavior towards the child and his parents. An appreciative attitude and empathetic interaction make it easier for children to build a positive relationship. Children must be given the time and space to explore things for themselves. The task of the educator is to accompany them. A trusting educator-child relationship is important to accompany the children in their problems and questions and to encourage them to learn. The parents must be informed in advance exactly about the acclimatization period, so that they can develop a positive attitude. The group room should not be overcrowded and excessive demands on the child should be avoided. The first acclimatization phase must take place in the future group room or in summer only in a part of the garden. (cf. Laewen, et. al. 2011, pp. 50 to 53)
3.2.2 Cooperation with parents:
The acclimatization can only succeed if educators work together both in a team and with the parents. The basic prerequisite for this is a respectful interaction with each other.
Children live in different social areas, so perhaps there are different values and attitudes in the family, which depend on the origin, the religion and the cultural traditions. For parents, the acclimatization of their child is a new phase of life, on the one hand they have the release process, on the other hand the stress of re-entering their professional life. You should take the time to get used to it (cf. Laewen, et. al. 2011, pp. 38 to 41).
In order to inform parents about the development of their child, it is important to observe the child and to document these observations well. This is possible, for example, through a portfolio, where the pedagogical specialist documents what has already been learned in learning stories. Educators can also use these observations for developmental discussions with parents.
Parents and educational professionals should always see themselves as educational partners, as they both have the common goal of both promoting the child and ensuring that he feels comfortable and well. Both are experts in their own way. Parents know the biography of the family and the socio-cultural background, the closer life circumstances and the role of the child in the family system. Educators, on the other hand, have the pedagogical expertise, they know how children behave in the group, which topics move the group at the moment and know the topics of the institution. The educational partnership between the parents and the pedagogical specialist has a very great importance, so it forms the basis to accept each other and To be able to trust and serves the exchange of information.
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- Arbeit zitieren
- Claudia Hartzendorf (Autor:in), 2013, Acclimatization in elementary education. "Just one more kiss, Mom!", München, GRIN Verlag, https://www.grin.com/document/1168515
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