Adaptability: How well does the child deal with transitions?
Adapts Quickly 1...2...3...4...5 Slow to Adapt
Subtle cues will indicate your child's level of adaptability. This is more of a global trait that encompasses others such as approach/withdrawal and persistence. Think back to new situations she has encountered. Did she cry when she began daycare or preschool? Have tummyaches or headaches? How did you handle those times? These will give you clues to what works to help your slow-to-adapt child in her transition to school days each fall. Some grades will be more difficult for her than others. Kindergarten and first grade are both big transitions. The fourth grade is also a big transition year as children are then expected to do more "reading to learn". Homework is frequently assigned, and independent learning is stressed. In the fifth or sixth grade, your child will likely begin the transition to changing classes during the school day. The best thing you can do is to help her be prepared and organized. Visit a new school before the first day to talk with the teacher and the counselor. Emphasize the positive aspects of a transition to help reduce the anxiety she feels. Talk with her openly about how it's hard for her to feel comfortable in new situations. Help her learn to use her own internal coping skills and the support of others to cope with change. You will want to show support and empathy for her yet encourage her independence at the same time.
- Ready for School (Elaine Gibson)
- Ready to Learn (Elaine Gibson)
Regularity: How predictable is the child in sleeping, eating, and rhythms during the day?
Regular 1...2...3...4...5 Irregular
Irregular sleeping, eating, and daily rhythms are common causes of a poor fit between temperament style and school expectations. Frequently, this tendency is blamed on the parents, who are assumed to be too unstructured and lax at home. Fortunately, most children can adapt to a structured environment because it gives them a sense of security and order. Parents should strive to maintain a balance of structure with flexibility to help the irregular child adapt. For example, even though you are not sleepy you still must be in your bed by 8:30, but you may keep the lamp on and read in your bed for 30 minutes. Or, the family eats between 6:30 and 7:30, so you cannot have a Big Mac right now, but you can have an apple.
