1. Starting early care and education : how does it feel?
What might children be feeling?
What might parents be feeling?
What might teachers be feeling?
The impact of separation is complex
2. The meanings of separation
Attachment : the roots of separation feelings
3. Learning from children's behavior
Regressive behaviors : thumb sucking, eating, wetting, sleeping
Relations with other children
Other separation reactions
How observations can help
4. Using curriculum to cope with separation
Children who are "too good"
Delayed reaction : children who are "fine," then fall apart
Is it regression or temperament?
Children with special needs
Adult behaviors that help children cope with separation
Activities that support children
Beginning days in a program
Encouraging children's competence
5. Parents and teachers : learning together
Parents as a source of information
Providing help for parents and children when the program begins
Parents contribute to children's security
Teachers also experience conflict
A parents' meeting before the program opens
Varied approaches to helping parents
Using a questionnaire with parents
6. Entry and separation policy
Information for parents and a welcome letter for children
A special "spruce-up" time
Adjustment to eating and sleeping
An end-of-the-year get-together
What about a policy for children who are not ready?
There are good and bad separations
The value of a school policy that supports separation
Appendix A. Suggested reading
Selected professional readings
Appendix B. Letter and phase-in schedules
Sample phase-in schedules for parents and children.
