ADAPTATION MODEL WITH THE PRESENCE OF A PARENT, UPON ADMISSION TO A NURSERY GROUP

Abstract

The study examines the theoretical foundations and practical parameters of an adaptation model with the presence of a parent upon starting nursery school. The application of the model in municipal kindergartens is analysed. The process of adaptation when entering a nursery group or the first group of kindergarten is one of the major transitions in a child‘s life. The primary transition from the familiar family environment to the unfamiliar institutional educational environment is accompanied by stress and emotional shock, with common manifestations being intense crying, anxiety, aggressive behavior, sleep and eating disturbances, changes in cognitive and play activity, etc. According to attachment theory, the presence of a parent (the primary attachment figure) during the initial days of the child’s stay in the childcare facility is necessary for the smooth and painless adaptation of the child. Changes in regulatory documents require the kindergarten to ensure the presence of a parent during the adaptation period. The results of the research are based on quantitative and qualitative analysis. It is found that children whose parents strictly follow the procedure meet the criteria for a successfully adapted child in the first two weeks after admission.