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Early in the gradual enrollment process, the teacher needs to focus on accompanying family members. Take some time to explore feelings about the transition process, update information previously gathered, discuss favorite activities, identify health concerns or problems, share the classroom schedule, or plan arrival and departure times and routine. Any questions and concerns that parents or family members have can also be addressed at this time.

Shorter visits give way to longer ones. By the time this process is complete, the child, the family, the teacher, and the other children in the group should feel comfortable with each other and in the classroom setting.

When transitions are approached this way, children are successful in transitioning, families feel connected and validated as partners in their child’s care and early education, and teachers develop strong, reciprocal relationships with children and their families on which to base their teaching. As the teacher grows to know the child and the family he/she will learn about these differences and discover the answers to these questions.

Vignette: Hailey

Hailey enrolled in my class at 28 months. She spent the first two years of her life staying with her grandma while her parents were at work. Needless to say, this bond was tight! She enrolled in another school for one week and reportedly cried the whole week. She didn’t even want to stay at Grandma’s anymore. Grandma, Mom, and Hailey came in to meet me and observe the class on the first day. They stayed for about three hours. The next day just Grandma and Hailey came to school, but this time they were more involved. I planned an activity that I thought Hailey might like (from what her parents told me). Over the next few days, Grandma began sitting back and letting Hailey interact more with me and the other children. The next week Grandma left the classroomfor a little while and then came back. This helped Hailey see me as someone she could depend on when her Grandma was gone. We were building trust in each other.

Grandma was able to set limits to read one book or sing one song each day before she left. She always reminded Hailey that she would be back soon. Consistency and follow through always make a transition go smoothly. When Hailey got upset I reassured her that Grandma would be back and tried to help her transition to a favorite activity. I discovered she loved bubbles, play dough, and painting. Grandma brought Hailey’s favorite stuffed animals and a picture album of her family members to make her feel safe. Items from home are familiar and comfortable and are big supports in establishing security.

Hailey’s biggest hurdle was naptime. She did not want to go to sleep and verbalized this very well. I told her that she did not have to sleep, just rest quietly. I patted her back and lay close to her. Hailey soon learned the daily schedule and expectations for our class and I developed an understanding of her needs and interest. She also began to make friends. After a few weeks Hailey ran into the classroom, excited about her day with her friends and me.

Any of the following can be part of your
transition to school plan:

• Family visits
• Home visits
• Discussions with the child by family members about going to a new school
• Gradual enrollment visits that start off briefly with family support and continue to short, unsupported visits with family members still in the building, to longer visits without family members
• Enrollment planning meetings between parents or other family members and teachers as well as with program administrators
• Family-teacher check in points during the enrollment process
• Family-administrator check in points during the enrollment process



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