When September rolls around, parents are anxious to have their children return to school. After a summer full of various activities—and possibly less routine—the predictability of school schedules is rather refreshing. They are ready to drop everyone off at school with the feeling their children are ready to be there. Sounds easy enough, right? Wrong!
We have to respect each individual child and understand that children need time to adjust. Whitby School appreciates the position a child is in when they return for the new school year after a summer away. We're also sensitive to the situation new learners are in as they begin their academic journey. This is why we have a Phase-In period within our Children's House program.
Phase-In for Stepping Stones children allows our youngest learners a chance to acclimate to a new environment and/or reacquaint themselves with the school they've been away from for the past two months. It offers each child an opportunity to feel a sense of security and build a sense of trust within the classroom.
Children often look forward to returning to school or starting a new school experience. However, as they walk over the threshold of the classroom, the jitters may develop. New faces, new teachers and new work can all contribute to a sense of insecurity. “But my child was here all last year," we often hear. “The Phase-In must just be for the new children." This isn't true. Every child needs a chance to reconnect and find their sense of comfort in the environment. This provides them the time they need to adjust and successfully begin their learning journey for the year.
Montessori has always stressed the importance of phasing in students. All over the world, Montessori schools separate classes into two groups and allow the children the opportunity to re-establish their place in the classroom and to reconnect with the rules, routines, and people within that environment, while also adapting to changes, new peers, and teachers.
In addition, newer students familiarize themselves with ground rules, expectations, limits, and how things work within the room. In smaller groups, teachers are able to provide the comfort and sense of security that children initially need to adapt to the environment.
Social and emotional development, respect and care of self, others and the environment are integral parts of every child's experience within a Montessori education. Our Phase-In process demonstrates our respect for each child and their emotional journey as they return to school. As children progress through the year, their initial experience is the foundation for their success throughout the year.
We thank our parents for supporting the Phase-In process and helping us make every child’s entry into our school environment a safe, happy and enriching learning experience.