Phase I of the School year: separation

At LPCNS, we approach the school year through the lens of a phase model. The model consists of three phases: separation, autonomy, and mastery. They coincide with the goals we have for children as they begin and move through the school year. Each phase builds upon the other and is rooted in the relationships between children, families, and their teachers. 

The first phase of any year is separation. Our approach to separation is rooted in Attachment Theory (Bowlby, 1969/1982; Ainsworth et al., 1978) which draws from the evolutionary theory that explores the biologically based desire for proximity with the primary caregiver. This proximity leads to the formation of an attachment relation between attachment figure (parent) and the child (DeVries & Zan, 2012). In other words, children seek comfort in being close to the adults in their lives. They come to rely on the consistency and stability their caregivers provide and those relationships inform the way they experience the world. 

At LPCNS, we recognize the importance of the bond between a child and their caregiver and the influence it has on a child entering school for the first time...or even by the 100th time. We support a gentle separation policy that allows caregivers to remain in the classroom for extended periods of time until teachers feel the child has comfortably separated from their caregiver. A longer separation does not equal a negative or unhealthy one. Teachers look for the following signs that children are ready to comfortably say good-bye:
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• Transfer of trust: children extend the trusting relationship they have with their caregivers to their teachers. Teachers are seen as a source of comfort and a secure base from which to explore the classroom. 
• Secure Exploration: children move about the classroom freely, engaging in activities that speak to their interest. This could be independently or with the support of a teacher or trusted adult. 
• Ability to Receive Support and Comfort: We look to see if children are able to be comforted by a teacher if they are hurt, have hard feelings, or simply need a space to feel safe. If children are not ready to receive the support of a teacher, that is okay. We look to see if they can recover from intense moments and continue with their day.

Thank you for your trust and collaboration. Our classrooms are bustling with activity and the seeds of wonderful communities of learning have been planted. It was exciting to welcome assisting adults into the classroom this week. We hope your experiences in the classrooms provide insight into your child’s day and cultivate the opportunity for you to learn and grow together. 

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