School Age and Adjustment Problems

PRESCHOOL EDUCATION

• Age of Starting Kindergarten

Starting kindergarten is an important stage in both family and child development. School readiness means that a child is physically, emotionally, mentally, and socially prepared for school. This readiness may vary from child to child.

The age of starting preschool differs depending on the child’s needs and characteristics. During the first three years of life, it is generally healthiest for the mother to be closely involved in the child’s care and development. However, due to work or similar reasons, care may also be provided by close relatives or caregivers. By the age of 3, the child reaches an appropriate stage to begin preschool education. Full-day programs are not mandatory; starting with half-day programs is often more appropriate.

• School Readiness for Kindergarten

Before starting kindergarten, it is beneficial for a child to acquire certain skills. For example, basic self-care skills and toilet training such as dressing and undressing, wiping the nose when runny, and brushing teeth.

Developing basic physical skills is also helpful during this period, such as standing on one foot, hopping, throwing and catching a ball, and playing rhythm-based games.

If a child is enrolled in preschool before reaching the appropriate developmental readiness and still requires adult support for basic skills, there is a higher likelihood of adjustment problems in preschool settings. In such cases, seeking professional support can help prevent problems from becoming more serious.

PRIMARY SCHOOL AGE

Primary school is a period in which the foundations of future responsibilities in adulthood are established.

The transition to primary school can be more difficult for children who have not attended preschool. A new environment, unfamiliar rules, and the need to adapt can create challenges. These problems often appear in the first days of school. Children come to school with their parents, and families initially stay in classrooms with their children. Over time, these “uninvited guests” gradually disappear, although in some classrooms a few parents may still remain.

This situation, often described as school anxiety or dependency on the mother, can negatively affect academic performance. However, it can usually be resolved over time through cooperation between teachers and families.

Anxiety Related to Starting School

Anxiety and school fear during the transition to school may arise from parenting styles, child characteristics, and teacher behavior. In families where children’s needs are fully met by parents and independence is not encouraged, both the child and parents may experience anxiety.

Overprotective parents may worry that their child cannot function independently, will frequently get sick, will struggle to sit in class or use the restroom, or that they will not be able to support the child adequately once school begins.

In addition, concerns such as transportation issues, traffic, the possibility of the school bus forgetting the child, environmental risks, or strict and punitive teacher attitudes may increase parental anxiety. Children may also worry about being left at school, being picked up late, or the arrival of a new sibling at home, which may increase their own anxiety levels.

If a child shows school fear or separation anxiety, gradual preparation for independence can be helpful. This can be achieved through step-by-step separation practices (for example, initially staying in the classroom, then in the corridor, and later in the schoolyard), building trust, and consistently keeping promises.

Physical complaints such as loss of appetite or stomach aches should first be checked medically; if no medical cause is found, they should not be overly reinforced.

If parents experience significant anxiety or observe similar difficulties in their child, seeking professional support without delay is important for preventing further problems.

Factors That May Cause School Adjustment Problems

Children who may have difficulty adjusting to school include those who:

• Have low self-confidence or are overly dependent on parents
• Have developmental delays compared to peers
• Have delayed speech development
• Experience attention and focus difficulties
• Are egocentric or have difficulty following rules
• Have trouble socializing or are socially excluded
• Show frequent anger or difficulty controlling impulses
• Have difficulty learning basic academic concepts (numbers, colors, shapes, etc.)
• Have not attended preschool or are separating from family for the first time

Children who are not school-ready when starting primary education are at higher risk of academic failure. It is important to remember that such failure may also negatively affect their future development and life outcomes.