D. Sameh Badawi
Children live in their world full of love and care inside the house, or in kindergarten, and feel their importance; They run, play and shout without restrictions, as this entity is their kingdom. Even if the mother continues all their actions, they live in a state of joy and stability all the time, and they know and realize that this house belongs to them, and that kindergarten is part of the world of games around them. They are surrounded by gentle support and guidance, in environments that are filled with entertainment tools and playing more than learning tools, they are still in pre -school, which ranges between 3 to 5 years.
At the end of this stage, the child moves from childhood to the organized learning environment, and here most of the powers he possesses disappear; He is no longer the focus of this world, but he suddenly found himself in a more spacious place, filled with hundreds of other children, and there are more assertive teachers. He began to hear phrases and words for guidance and demands all the time with commitment and attention, looking and waiting.
At this stage, a number of children enter into a psychological and emotional state that some educators know as “the shock of the school”, in which the child lives a state of depression and rejection, and refrains from going or entering school, and administering a state of repeated and permanent crying, accompanied by sleep disturbances, adherence to the mother, loss of appetite, other physical symptoms, and anxiety.
This case has various reasons, the most important of which is the lack of educational programs that work to prepare children and accept the idea of separation from the home and the beginning of a new life. This is a joint responsibility between the family, kindergartens and schools; The family who must prepare her children’s thought to accept separation from the house for hours and go to school that is part of our lives, so the mother spoke her children. And kindergartens that must target this separation in their programs, and support this trend in their daily dealings with children, especially in pre -school. Schools must receive these children in preliminary weeks dominated by play, gifts and graduated entry into a different learning environment, organizing activities for acquaintance and team play, and providing psychological support for children, to pass this stage smoothly, until the child enters this world in a positive way, and reduces the negative effects of the shock stage and beyond, such as lack of self -esteem, difficulty expression, positive interaction with others, feeling insecurity The lack of focus, aggression towards others, and many other disorders can occur in the child’s behavior and attention.
Therefore, these children need great psychological support during this stage to reduce these effects and engage in their educational lives naturally.
