tag:theconversation.com,2011:/uk/topics/school-day-9113/articlesSchool day – The Conversation2021-11-02T10:54:34Ztag:theconversation.com,2011:article/1694332021-11-02T10:54:34Z2021-11-02T10:54:34ZWould a longer school day help children catch up after the pandemic? Here’s what the evidence says<p>COVID-induced <a href="https://theconversation.com/coronavirus-school-closures-whats-the-evidence-154210">school closures</a> in 2020 resulted in the majority of pupils in England – at primary and secondary level – missing around 40 days of school on site. Schools around the globe were similarly affected, though to different extents. </p>
<p>As <a href="https://www.oecd-ilibrary.org/education/the-state-of-school-education_201dde84-en">recent figures</a> from the Organisation for Economic Cooperation and Development show, in the first 12 months of the pandemic, 1.5 billion students in 188 countries and economies weren’t able to go to school, for varying lengths of time. Figures from the Netherlands and Ireland are similar to those in England. In Denmark, students missed closer to 20 days, whereas the numbers are much higher in Costa Rica (close to 180 days) and Colombia (around 150 days). </p>
<p>While most English schools during this time provided some form of remote education, these closures nonetheless resulted in <a href="https://covidandsociety.com/https-covidandsociety-com-ippo-rapid-evidence-review-uk-school-closures-children-covid-19-pandemic/">learning losses</a>. As a result, amid the UK government’s plans for <a href="https://theconversation.com/covid-school-recovery-is-englands-1-4-billion-catch-up-plan-a-good-idea-162020">post-COVID school recovery</a>, the Department for Education has reportedly discussed <a href="https://www.bbc.co.uk/news/uk-56311723">extending the school day</a>, by possibly <a href="https://www.theguardian.com/politics/2021/oct/01/dfe-considering-return-of-sats-at-14-and-axing-teaching-hours-limits">lifting the existing cap</a> on the number of hours state school teachers can be asked to work. </p>
<p>International evidence seems to suggest that, in some instances, a longer school day may be beneficial. <a href="https://inee.org/resources/catch-programmes-10-principles-helping-learners-catch-and-return-learning">A report</a> by the United Nations-led Accelerated Education Working Group has proposed multiple ways to deal with pandemic-induced learning losses. These range from extending teaching time to implementing formal catch-up programmes with remedial education for struggling pupils. Extending teaching time was proposed as an appropriate strategy when pupils have missed out on up to one year of education.</p>
<p>Moreover, studies such as those conducted in <a href="https://journals.sagepub.com/doi/abs/10.3102/0034654310377086?journalCode=rera">the US and Canada</a> and in <a href="https://irle.berkeley.edu/long-term-gains-from-longer-school-days/">Chile</a> support the idea that extending instructional time could help pupils, both in the short and long term. They would benefit both academically (in terms of achieving higher test scores and higher educational attainment) and socio-economically (their future earnings would be higher). </p>
<p>However, a review of studies in Latin America and the Caribbean noted that, despite these benefits, there may be <a href="https://openknowledge.worldbank.org/handle/10986/22183">more cost-effective ways</a> to attain similar results. An additional and important consideration would be the psychological cost to teachers.</p>
<h2>Overburdened workforce</h2>
<p>Of course, a longer school day means more teaching hours. And that raises the question of whether asking teachers to extend their working day is a reasonable request. </p>
<p>According to government <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1022624/School_teachers__pay_and_conditions_document_2021_and_guidance_on_school_teachers__pay_and_conditions.pdf">guidelines</a>, teachers at state schools in England can be asked to teach up to a maximum of 1,265 hours over 195 days of the year. This number does not include additional hours required for tasks, such as lesson planning, assessing, monitoring, recording, and reporting. </p>
<p>Data from <a href="https://doi.org/10.1080/02671522.2020.1736616">four surveys</a> shows that, pre-pandemic, an average full-time teacher in England worked 50 hours a week in term time and around four hours a week during the holidays. There are certainly outliers, including 10% of full-time teachers who reported working at least 30 hours per week over the summer and half-term holidays and 15 hours over the Christmas holidays. The researchers also found that the number of reported working hours had not decreased over 25 years. In fact, teachers in England have been found to work longer hours than <a href="https://dera.ioe.ac.uk//33612/1/TALIS_2018_research.pdf">most other countries</a>, with lower secondary school teachers working around eight hours more per week</p>
<p>Our <a href="https://lisaekim.com/projects">ongoing research</a> into what being a teacher during the pandemic has been like shows teachers feel frustrated. The participants we have interviewed have relayed <a href="https://psyarxiv.com/65k8q/">their distress</a> at how the media and some sections of the public have portrayed their profession as lazy. </p>
<p>And the numbers bear out their frustration at that misguided impression. A survey conducted in June/July 2020 by the UK charity Education Support found that 31% of teachers and 70% of senior school leaders reported working more than 51 hours per week <a href="https://www.educationsupport.org.uk/resources/for-organisations/research/teacher-wellbeing-index/">on average</a>. </p>
<p>Since March 2020, many teachers across the globe have had to oscillate between partial school closures, partial reopenings and full reopenings. To adapt, they have had to rapidly learn new skills in order to be able to teach pupils from home. </p>
<figure class="align-center ">
<img alt="A girl wearing turquoise headphones studies online" src="https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/428256/original/file-20211025-17-np284d.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">As well as supporting their students’ learning during lockdown, teachers saw to their wellbeing and welfare.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/fr/image-photo/cute-smiling-african-school-kid-girl-1850820085">insta_photos</a></span>
</figcaption>
</figure>
<p>They have also done a lot more than just teach. They have regularly called, and in some cases visited, pupils and their families to <a href="https://doi.org/10.1111/bjep.12381">assess and meet</a> their academic and welfare needs. Given the <a href="https://doi.org/10.1080/00131881.2021.1918014">ongoing uncertainty</a> of the situation, it is not surprising that we found that our teacher participants’ mental health and wellbeing <a href="https://doi.org/10.1111/bjep.12450">had declined</a> over the course of the pandemic. </p>
<p>While there may be benefits to pupils in extending the school day, one must be wary of the costs this would incur to teachers’ mental health and wellbeing. Students <a href="https://doi.org/10.1016/j.ijer.2020.101714">would not benefit</a> from being taught by teachers who are stressed and burned out. For any educational recovery plan <a href="https://blogs.worldbank.org/education/there-will-be-no-recovery-without-empowered-motivated-and-effective-teachers">to be effective</a>, it is important to consider teachers’ needs and perspectives.</p><img src="https://counter.theconversation.com/content/169433/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Lisa Kim received funding from the Economic and Social Research Council (ESRC) for the "Being a teacher in England during the COVID-19" project and "Teachers reflect: What has it been like being a teacher during COVID-19?" project.</span></em></p><p class="fine-print"><em><span>Kathryn Asbury received funding from the Economic and Social Research Council (ESRC) for the "Being a teacher in England during the COVID-19" project.</span></em></p>More hours of teaching might benefit children’s recovery in the short term but put teachers under dangerous pressure.Lisa E. Kim, Lecturer in Psychology in Education, University of YorkKathryn Asbury, Professor of Psychology in Education, University of YorkLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1198372019-09-02T16:37:26Z2019-09-02T16:37:26ZHow to get kids talking about their school day<figure><img src="https://images.theconversation.com/files/289703/original/file-20190827-184240-jhgb9j.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Parental communication can buffer against low self-esteem and poor academic achievement. </span> <span class="attribution"><span class="source">(Shutterstock) </span></span></figcaption></figure><p>“How was your day at school?” </p>
<p>“Fine.”</p>
<p>Does this sound familiar? This is the dreaded response to a well-intentioned question that parents might ask. </p>
<p>The robot-sounding response is what parents hear when their child limits the information they share with parents, or has stopped sharing information, about their school day.</p>
<p>When parents hear “fine,” they may react in different ways. Some parents may seek out <a href="https://doi.org/10.1177/0272431608317611">information by asking more questions</a>. However, research has shown that <a href="https://doi.org/10.1111/cdev.13002">asking too many questions can feel invasive</a>, especially to developing teenagers.</p>
<p><a href="http://doi.org/10.1037/a0032217">Other parents may stop asking altogether</a> because they are tired of hearing the same response. However, research has shown that <a href="https://doi.org/10.1016/j.amepre.2005.09.013">children who perceive low communication from their parents report more mental and behavioural health difficulties</a>.</p>
<p>As a result, parents may feel discouraged. How can they get their kids to talk about their school day, without irritating them or having them shut down?</p>
<h2>Communication at different ages</h2>
<p>Across all ages, studies have found that parental communication can protect <a href="https://doi.org/10.1111/j.1744-6155.2006.00042.x">against low self-esteem and poor academic achievement</a>. High parental involvement can also positively influence <a href="https://doi.org/10.1177/0044118X09334861">children’s school engagement, educational goals and academic outcomes</a>. And notably, positive communication can strengthen <a href="http://dx.doi.org/10.1037/a0032217">feelings of connectedness between parents and children</a>.</p>
<p>But like all aspects of development, communication skills unfold over time.</p>
<h2><em>Kindergarten to Grade 1</em></h2>
<p>School day conversations with young children typically revolve around school subjects, new friendships or concrete experiences. For example, a young child might share: “I played on the monkey bars at recess!”</p>
<p>You can further support your young child’s development by <a href="https://doi.org/10.1002/cd.233">organizing and labelling their experiences</a>. For example, “I saw that Joey took your toy today. How did that make you feel?” It can also be helpful to <a href="https://doi.org/10.1207/s15327965pli0904_1">label emotions for children</a>, by verbalizing what you notice, such as:</p>
<blockquote>
<p>“It sounds like you were feeling angry because Joey took your toy.”</p>
</blockquote>
<h2><em>Grades 2 - 3</em></h2>
<p>Friendships become <a href="https://doi.org/10.1016/j.dr.2009.01.001">increasingly important to your child</a>. They may be more interested in talking about their new peer relationships than schoolwork. Try showing interest by asking about their friends, such as:</p>
<blockquote>
<p>“Tell me about your friend. What do they like to do at recess?”</p>
</blockquote>
<h2><em>Grades 4 - 5</em></h2>
<p>Kids might start to view your <a href="https://books.google.ca/books?hl=en&lr=&id=PuDNMmug0AgC&oi=fnd&pg=PA73&dq=parenting+in+middle+childhood&ots=rDB9jTbzVS&sig=qBHcnQuGI4ETZddXV2LTxVBIqx0#v=onepage&q=parenting%20in%20middle%20childhood&f=false">questions as demands, leading to less information sharing</a>. It may be easier to approach questions by asking about your child’s peers to start a conversation. You might try asking:</p>
<blockquote>
<p>“What do your friends think about the new science teacher?”</p>
</blockquote>
<h2><em>Grades 6 - 12</em></h2>
<p>The establishment of personal identity and independence <a href="http://dx.doi.org/10.1037/dev0000243">is an essential part of adolescence</a>. As a result, your <a href="http://dx.doi.org/10.1037/a0032217">teen may seek out more privacy and share less information with you</a>. You can support these developmental milestones by demonstrating your interest in their opinions allowing your teen some privacy when needed, and allowing them to take part in family decision making.</p>
<p>Regardless of your child’s age, keep in mind that the quality of frequent but small positive conversations you have with your child over time <a href="http://parenting-ed.org/wp-content/themes/parenting-ed/files/handouts/communication-parent-to-child.pdf">outweigh the importance of lengthy, drawn-out conversations</a>.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/289708/original/file-20190827-184202-msi3eq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Parents shouldn’t stop trying to talk to their kids if kids seem unresponsive.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Tips for getting kids to open up</h2>
<p>Communication is a two-way street. How can parents communicate with children when they don’t seem responsive?</p>
<h2><em>1. Ask open-ended questions</em></h2>
<p>The question “How was your day?” is considered a closed-ended question because it can be answered with one word. Certainly, for some kids, this question could prompt a lengthy chat. But for others, these questions result in the conversation stoppers discussed above. </p>
<p>If that’s the case, try to get the discussion going with an open-ended question like “Tell me what you liked most about your day.” Or you could reflect on <a href="https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/talking-with-your-child/how-to-say-it-questions-to-ask-your-child-about-school">something you noticed</a> as a lead-in: </p>
<blockquote>
<p>“I see you are in a mixed grade with older kids now. What did you notice about the Grade 4s?”</p>
</blockquote>
<h2><em>2. Avoid many questions right after school</em></h2>
<p>Kids are often quite tired at the end of the school day. If they are not up to talking right away, <a href="https://raisingchildren.net.au/school-age/school-learning/school-homework-tips/talking-about-school">try to hold back on your questions until they have had time to relax and have a snack</a>. Once refuelled, they may be up for sharing about their school day.</p>
<h2><em>3. For specific information, vary your angle</em></h2>
<p>You might want to know something specific about your child’s day, like whether they were bullied or if someone caused them to feel upset. However, asking direct questions like “Why are you so mad?” can feel like an invasion of privacy. </p>
<p>If you’re concerned about your child, start with a different angle to the question. You could take an indirect route, like “You seemed upset after school, what happened?” Or, begin a conversation with a broader question first, such as:</p>
<blockquote>
<p>“Do you think any kids in your class are being bullied?”</p>
</blockquote>
<h2><em>4. Listen before your talk</em></h2>
<p>Parents who listen communicate that they are interested in and understanding of their child. But becoming a good listener can take practice. When your child tells you about their day, <a href="https://raisingchildren.net.au/teens/communicating-relationships/communicating/active-listening">put away devices, try to maintain eye contact and provide your undivided attention</a>.</p>
<h2><em>5. Promote problem solving</em></h2>
<p>If your child mentions they are struggling in some way at school, such as with a peer or teacher, or in understanding their math homework, avoid trying to fix it for them. </p>
<p>Rather, use it as an opportunity to foster problem solving by encouraging your child to come up with a few possible solutions to their problem. Then help them pick what seems like the best solution, and then evaluate with them whether the solution was effective or not. If not, go back to the drawing board together and try again!</p>
<h2><em>5. If necessary, seek help</em></h2>
<p>If your child stops opening up about their daily activities, it can be worrisome. This is especially if the case if your once-chatty child has suddenly become a closed book. If you notice drastic changes in your child’s behaviour, it is worth checking in with your child’s family doctor, teacher or seeking services from a mental health professional.</p>
<p>Committing to communicating with our kids means taking the time to really connect with them. If parents repeatedly ask questions that are intentional, caring and engaging, they may soon be surprised to see that their kids are the ones who want to talk about their school day without being prompted! </p>
<p>[ <em><a href="https://theconversation.com/ca/newsletters?utm_source=TCCA&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=thanksforreading">Thanks for reading! We can send you The Conversation’s stories every day in an informative email. Sign up today.</a></em> ]</p><img src="https://counter.theconversation.com/content/119837/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jessica Cooke receives funding from the Alberta Children's Hopsital Research Institute, Calgary, AB. </span></em></p><p class="fine-print"><em><span>Sheri Madigan receives funding from Social Sciences and Humanities Research Council, the Canada Research Chairs program and the Alberta Children's Hospital Foundation.</span></em></p>Children’s needs change as they grow and develop, so parents should attune themselves to talking to their children in age-appropriate ways that demonstrate ongoing care.Jessica Cooke, PhD student, Department of Psychology, University of CalgarySheri Madigan, Assistant Professor, Canada Research Chair in Determinants of Child Development, Owerko Centre at the Alberta Children’s Hospital Research Institute, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/810172017-07-25T23:14:25Z2017-07-25T23:14:25ZFive steps to prepare your child for kindergarten<figure><img src="https://images.theconversation.com/files/178726/original/file-20170718-10331-3tcvyw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">When we send children off to school, we are asking them to leave their secure base and head off into the great unknown.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>It’s the first day of kindergarten for your child, and you’re not sure who’s more anxious. Excitement, trepidation, anticipation. Starting school can be a stressful time. </p>
<p>Use the summer weeks to prepare and this significant step in life can go smoothly. You can focus on more important matters like making sure you get a great photo of your child in front of the school on Day One! If you plan in advance and follow a few simple steps, the day can be memorable in all the right ways. </p>
<p>Helpful steps include helping your child practise new routines, introducing your child to the school staff and space and choosing a familiar object that will remind them of home when the time comes. These things can all help to ensure that everything goes smoothly on their first day of kindergarten.</p>
<p>I have a PhD in psychology and am a professor in the Werklund School of Education at the University of Calgary, but my first degree was in elementary education. As a former kindergarten teacher, I took my responsibilities seriously when it came to ensuring a smooth transition to school for young children. After all, the success or failure of the first days and weeks could set the tone for their entire school career. </p>
<p>The good news is that there are are five easy steps you can take to exert your own leadership this summer, as a parent — to ensure that everything goes smoothly on day one. From practising new routines to finding a familiar “transition object,” these are all manageable steps that take only a few minutes and can be easily incorporated into the weeks ahead. </p>
<h2>Why is kindergarten such a big deal?</h2>
<p>First, it’s important to understand why the transition to kindergarten can provoke anxiety, and how normal this is. Young children are used to relying on their parents and primary caregivers as their <a href="http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.129.791&rep=rep1&type=pdf">source of security</a>. This has long been established by early developmental researchers such as John Bowlby and Mary Ainsworth. </p>
<p>Ainsworth discovered the <a href="http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf">attachment system</a>, which we understand now is linked in part to the hormone oxytocin that is naturally released during parent-child interactions to increase bonding and reduce anxiety. Bowlby referred to parents as the child’s “<a href="https://books.google.ca/books?hl=en&lr=&id=yA9nX8W2ddIC&oi=fnd&pg=PP2&dq=secure+base+bowlby&ots=1jlzuVcC5w&sig=WucehqXkK5-UOQQhH8MlvloPg1s#v=onepage&q=secure%20base%20bowlby&f=false">secure base</a>”. When we send children off to school, we are asking them to leave their secure base and head off into the great unknown, which can create anxiety.</p>
<p>Even if your child has been in full-day daycare, kindergarten offers a range of new challenges. These include the social demands of larger class sizes with fewer adults and more peer social interactions to navigate, as well as having to deal with older students in the hallways, bathrooms and on the playground. There is also a larger physical space and a bell system that divides the day into segments. There’s an increase in organized learning activities that require focus and attention. Taken together, the adjustment can be immense.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/178734/original/file-20170718-20055-7t5fh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">If possible visit your child’s kindergarten classroom, and find the washroom, before school begins.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>In the days of the one-room schoolhouse, the transition to school would likely have been easier, as older siblings, cousins and close neighbours would have been sitting together with the novice student. However, in larger cities we segregate children by age, and fewer students attend local schools because specialized <a href="http://dx.doi.org/10.1080/0268093042000227465">magnet schools</a> draw children from all corners of the city. The outcome is that everyone has to make new friends, which can make the adjustment more challenging.</p>
<p>Not to worry though. As a child’s secure base, a parent has great power to create a smooth transition for everyone. </p>
<h2>Five steps to a smooth transition</h2>
<p><strong>1. Talk about the new routines</strong></p>
<p>In the weeks before the start of school, you can begin to change routines like bedtime and breakfast. <a href="http://southernearlychildhood.org/upload/pdf/Dimensions_of_Early_Childhood_Vol_40_No_2_FINAL.pdf#page=15">Predictable routines</a> are important in early childhood and changes in routines have been <a href="https://link.springer.com/article/10.1007/s10643-008-0255-2">linked to difficulties adjusting to kindergarten</a>. It is wise to begin early and make changes gradually. Ask your child what they’re looking forward to at school and about any concerns they may have. Have them draw and talk about both positive and anxiety-provoking activities. Then ease their worries by acknowledging feelings and coming up with solutions. </p>
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<img alt="" src="https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/178737/original/file-20170718-10341-1dpwzum.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">For many children, leaving the secure attachment base of the family and heading off to kindergarten is a natural source of anxiety.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<p>Revisit these things frequently: “When you start school, you are going to make some great new friends!” or “Are you still worried about the washrooms at school?” Introduce your child to any new school clothes, their schoolbag and school supplies, and talk with them to decide what their snacks and lunch will consist of. The night before the big day, work with them to get everything ready for the next morning.</p>
<p><strong>2. Prepare a cheat-sheet for the teacher</strong></p>
<p>Prepare a one-page note with key information about your child. It should include your child’s picture, name and nickname, date of birth, medical conditions, allergies, family members, pets, interests, food likes and dislikes, favourite games and play activities, talents and interests. It might also include any worries they have about starting school.</p>
<p><strong>3. Visit the classroom and locate the washroom</strong></p>
<p>Go to the school the week before the start of classes so your child can meet the secretary and classroom teacher, tour their classroom, and locate the washroom. If possible, give them a chance to flush the toilet as some loud flushes can be frightening. Do not forget to tour the playground! </p>
<p>Some schools do offer an orientation in the spring but most young children will need to visit closer to the first day. Although some schools ban parents and children prior to the start of school, I always encourage parents to connect with their parent-school association and request this vital access. Research shows that <a href="https://doi.org/10.1016/j.childyouth.2003.11.002">active parental involvement</a> in a child’s education <a href="http://dx.doi.org/10.1080/10459880903472876">offers many benefits</a>.</p>
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<img alt="" src="https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/178739/original/file-20170718-27190-gvba4o.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">With a little planning and careful reassurance, parents can support their children to have a positive school experience.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<p>When I was a teacher, I had an active parent council just for my kindergarten classroom. If your school doesn’t have one, you can ask your child’s teacher if they’d be open to having a parent council help them to plan events, organize field trips, fundraise or offer support in the classroom or library.</p>
<p><strong>4. Choose a transitional object</strong></p>
<p>Finally, you can provide your child with a “<a href="http://journals.sagepub.com/doi/abs/10.1177/016502548600900308">transitional object</a>”. We are all familiar with the proverbial security blanket that some young children latch onto. It is an inborn mechanism wired into young children that allows them to attach to others and attach to soothing objects when significant adults are not available. It might be a stuffed animal, a favourite shirt or even a photograph. It could also be a small card with your photo and phone number stuck inside the outside pocket of their backpack. In the event that they need to call you for a check-in, you can be assured that your child has your contact information right at hand. Sometimes just looking at the picture will be enough.</p>
<p><strong>5. Figure out the logistics ahead of time</strong> </p>
<p>Before school starts, make sure to find out about things like bell times, drop-off and parking procedures and unique code words if your child is being picked up by someone else. That information will make it less stressful for you as a parent. </p>
<p>When you do drop off your child, be sure to tell them that you’ll be there to pick them up as soon as school is finished, and remind them to have a great day.</p>
<p>If all goes well, you will both have memories that you can cherish for years to come.</p><img src="https://counter.theconversation.com/content/81017/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michael Lee Zwiers consults with the CanLearn Society in Calgary, Alberta, a non-profit society that supports people with attention and learning problems, as well as autism. He has a small independent consulting company that supports and trains psychologists and mental health professionals.</span></em></p>Even kids who have attended daycare can find the first days of kindergarten stressful. The good news is that parents can take practical steps this summer, to prepare for the fall transition.Michael Lee Zwiers, Assistant Professor Educational Psychology, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/295572014-07-23T12:07:16Z2014-07-23T12:07:16ZExplainer: why does the teenage brain need more sleep?<figure><img src="https://images.theconversation.com/files/54575/original/5fkcyr8q-1406046538.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">It's not just the late nights. </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-200531765/stock-photo-student-asleep-in-class.html?src=RqiMrFyLbiQek2Hih9pj2g-1-9">Student asleep via Monkey Business Images/Shutterstock</a></span></figcaption></figure><p>Throughout our lives we experience changes in sleep patterns and in the amount of sleep we need. While babies sleep between 16 and 18 hours per day, this is reduced to approximately seven to eight hours on average in adults. Teenagers tend to require about nine hours of sleep per night to maintain alertness and children – and adolescents spend more time in deep sleep than adults. </p>
<p>This has led to suggestions that delaying the time of day at which teenagers start school in the mornings could help them learn. A <a href="http://www.thesundaytimes.co.uk/sto/news/uk_news/Education/article1436636.ece">major project</a> by a team at Oxford University is in the pipeline that plans to examine the affect of delaying school start times on pupils’ exam results. </p>
<p>Sleep is an active state, which is thought to be important for restoration and recovery of the body, fighting infection, energy conservation, memory consolidation, brain development and discharge of emotions through dreaming. </p>
<p>It is highly regulated by two distinct processes. The first, our “circadian pacemaker or biological clock” is regulated by genes, hormones and neural pathways in response to light and other external cues. The second, “homeostatic” process, reflects an individual’s need to sleep or to stay awake. It becomes <a href="http://ukcatalogue.oup.com/product/9780199566594.do">stronger the longer</a> we have been awake and determines our propensity to fall asleep.</p>
<h2>Puberty’s effect on sleep</h2>
<p>Circadian rhythms change around puberty, probably due to hormonal changes. This results in adolescents displaying a delayed circadian sleep phase with a preference for going to bed late and getting up later than adults. </p>
<p>In some people there may be an extreme delay in the circadian rhythm, which may be the result of a condition known as delayed sleep phase disorder. In <a href="http://www.biomedcentral.com/1471-2458/13/1163">a recent study</a>, the prevalence of this disorder in Norwegian high school children was found to be 8.4% and was associated with lower school grades, smoking and alcohol use and elevated anxiety and depression scores.</p>
<p>The public awareness of the need for adequate sleep both for adults and children is increasing and yet adolescents still don’t sleep enough. Short sleep is associated with a <a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2398753/">number of adverse health outcomes</a>, including obesity in children. A lack of sleep affects the hormones that control appetite and also disrupts glucose control. </p>
<p>Sleep loss and associated daytime sleepiness may also contribute to severe or fatal car accidents, many of which occur in healthy young people. In children, a lack of sleep <a href="http://www.ncbi.nlm.nih.gov/pubmed/16564189">is associated with poor memory consolidation</a>, an inability to solve complex problems and poor school performance. </p>
<p>In adolescents it has been suggested that in part this may arise from a lack of synchrony between their circadian biology and schools’ start times. Adolescents <a href="http://www.ncbi.nlm.nih.gov/pubmed/19731114">often report shorter time</a> in bed and earlier wake-up times on school days compared with weekends. This may reflect their sleep preference combined with a need for “recovery sleep” to compensate <a href="https://theconversation.com/explainer-can-you-pay-off-your-sleep-debt-11618">for the “sleep debt”</a> accumulated on the school days.</p>
<h2>More likely to learn</h2>
<p>Proposals to adapt the school time with a late start and a late finish is likely to meet the needs of the majority of students, although there will be some individual variation. It will allow them to attend school at the time when they are “biologically” more likely to maximise their learning experience and may decrease stress and improve problematic behaviour that might have arisen due to tiredness.</p>
<p>There are however a number of lifestyle factors that can also cause daytime sleepiness in children. These include not getting enough sleep, having an irregular or “abnormal” sleep schedule, eating and using electronic gadgets late in the evening. Drinking alcohol or the use of certain medications, as well as the presence of undiagnosed or untreated sleep disorders can also have an impact. </p>
<p>If an individual is subjected to bright light at night, particularly blue light, which mainly comes from electronic devices such as mobile phones or computers, melatonin levels are suppressed. As a result, our <a href="http://www.ncbi.nlm.nih.gov/pubmed/23481485">biological clock thinks</a> it is daytime and there is an increase in alertness. There have also been reports of increased consumption of caffeinated and sugary drinks in adolescents to compensate for sleep loss. It would be important to see if these issues could also be addressed in teenagers and to determine if they are contributing to the observed sleep problems. </p>
<p>Properly controlled studies are required to generate the evidence base necessary to inform changes in public health, including modifications of school times. As the delayed circadian sleep phase appears in teenagers but disappears in adults, it would be necessary to determine for what age group a delayed school start would be most appropriate and what the optimum delay time would be for each year group. </p>
<p>Other factors such as the amount and timing of natural and electronic light exposure may also be important – especially in winter periods – and would require the close involvement of parents in the implementation of such programmes if they were to be implemented.</p><img src="https://counter.theconversation.com/content/29557/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michelle A Miller has received funding from the Economic and Social Research Council, British Heart Foundation, Diabetes UK, Wingate Foundation.</span></em></p><p class="fine-print"><em><span>Francesco Cappuccio receives funding from ESRC, EC, the BUPA Foundation, NIHR.</span></em></p>Throughout our lives we experience changes in sleep patterns and in the amount of sleep we need. While babies sleep between 16 and 18 hours per day, this is reduced to approximately seven to eight hours…Michelle A Miller, Associate Professor (Reader) in Biochemical Medicine , University of WarwickFrancesco Cappuccio, Cephalon Professor of Cardiovascular Medicine & Epidemiology, University of WarwickLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/233982014-02-24T15:27:07Z2014-02-24T15:27:07ZCopying the long Chinese school day could have unintended consequences<figure><img src="https://images.theconversation.com/files/42213/original/bp3q2hh6-1392997861.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Must do better. </span> <span class="attribution"><a class="source" href="http://www.flickr.com/photos/alanye/3612267205/sizes/o/"> AlanYe</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-sa/4.0/">CC BY-NC-SA</a></span></figcaption></figure><p>Chinese pupils are once again at the top of international education rankings. Recent <a href="http://news.tes.co.uk/b/news/2014/02/18/china-39-s-poorest-children-outperform-uk-39-s-wealthiest-in-international-maths-tests.aspx">further in-depth analysis of results</a> from the 2012 Programme for International Student Assessment (PISA) tests, have now shown that it’s not just pupils from Shanghai and Beijing coming top of the class. Children from rural areas and disadvantaged environments of China also outperformed peers in other countries. </p>
<p>UK education secretary <a href="https://www.gov.uk/government/news/experts-to-visit-shanghai-to-raise-standards-in-maths">Liz Truss is leading a visit to China</a> with a group of teachers to observe why. But she should be mindful of copying a system that is being questioned by some Chinese researchers for the stress it puts on children.</p>
<p>Chinese pupils spend more time in school than British children. School days are longer and holidays are shorter. On average, under the current system the length of the secondary school year is 245 days. Chinese pupils get around four weeks off in winter, and seven weeks in summer, including weekends and all kinds of traditional festivals. That’s a total of 175 days off, 37 days fewer than UK pupils. </p>
<p>Primary school starts at age six for pupils in China. In the country’s mega-cities, like Beijing and Shanghai, pupils go to school from 8am to 3pm with an hour and a half for lunch. But in most areas around the country, there’s a break from school for lunch and, often, a lunch-time nap at home. </p>
<p>In secondary school, the competitive pressure mounts to get into top high schools, considered as stepping stones to the famous universities. Even at this stage, parents start investing money in math Olympiads or English classes in cram schools for children whose test-scores might make them borderline candidates for acceptance at these sought-after high schools. </p>
<p>The workload ratchets up. Pupils spend from 7:30am to 8am at school reading, either in English or Chinese. School ends at 4pm, but most secondary school pupils in mega-cities then rush into tutorial classes to cram for important exams.</p>
<p>More than 45% of pupils spend up to four hours a week in after-school lessons in mathematics. An additional 20% more pupils in Shanghai spend more than four hours a week on maths, English and Chinese classes. Usually, this is not the end of the learning day. Once pupils come back from their tutorial, they have to complete their homework before going to bed. According to <a href="http://www.chinadaily.com.cn/china/2011-05/30/content_12608282.htm">a recent survey</a>, pupils in cities are facing problems of sleep deprivation. </p>
<p>Compared with their counterparts in mega-cities, pupils of secondary schools in secondary cities and rural areas who attend public boarding schools far from their hometowns, also have to spend at least four hours learning on top of the school day. Their learning time begins at 6pm. Pupils stay at their own classroom for “evening sessions,” which function like study halls or tutoring periods. They do homework and study, while teachers assist them. After dinner, evening sessions conclude at 10:30pm.</p>
<p>A <a href="%E2%80%8Ewww.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf">recent study by the OECD</a> shows that on average, pupils in Shanghai aged 12-14 spend 9.8 hours on learning in the classroom, and 3 hours finishing their homework each day, averaging 13.8 hours per week. This is far more than the OECD average of 1.2 hours per day. More than 65% of pupils get up between 6am to 6:30am and go to bed between 10pm to 11:30pm.</p>
<p>But the key question being asked by many in the UK and elsewhere is whether more learning time at school translate into better pupil attainment. In my view, the answer is no. Simply increasing the number of teaching hours, shortening the school holidays, and <a href="https://theconversation.com/why-is-singapores-school-system-so-successful-and-is-it-a-model-for-the-west-22917">copying East Asian educational experiences</a> cannot improve pupil performance. After all, there are tremendous differences between the education systems, social features and historical background of UK and China. The East Asian educational experience comes as a package, so increasing pupil’s learning time has questionable merit just on its own. </p>
<p>One of the important elements of Chinese school is teachers’ instruction in and after class. There has been a lot of effort to improve Chinese teaching, through teacher professional development, teacher collaboration, or school leadership. </p>
<h2>High expectations</h2>
<p>Education has always been considered the most important path to success in Chinese culture. Parents recognise achievements in core subjects, which include maths, Chinese and English at secondary school level, are vital for success in the new society. They strongly encourage their children and have high expectations of them to fulfil their own dreams. </p>
<p><a href="http://www.emis.de/proceedings/PME29/PME29RRPapers/PME29Vol2CaoEtAl.pdf">Studies have shown</a> Chinese parental influence encompasses two important aspects. Part is the direct involvement of parents with homework and difficult problems, and part is these parents’ attitudes to learning. Familial expectations are the main motivating factors for Chinese pupils. Combined with high-stakes exams at various points in the educational system, this means that pupils are pushed by these external motivations. </p>
<p>Researchers in the UK and China overestimate the advantages of a longer school day. Chinese pupils have sound basic skills, but lack some of the creativity of English students. Recently, criticisms of this have been made by <a href="http://www.huffingtonpost.com/michael-levy/what-i-learned-from-china_b_872126.html">observers of the Chinese school system</a>.</p>
<p>But UK educators envy Chinese pupils’ outstanding performances in the PISA rankings. Some commentators <a href="http://www.globaltimes.cn/content/832208.shtml#.UweNK85e8e">point out</a> that even though Chinese pupils do well in PISA, they are not being taught to compete in an innovation economy. They argue that the current school curriculum and teaching methods are robbing pupils of their curiosity, creativity, and childhood. We must be realistic in our self-estimation, neither being conceited nor belittling ourselves. </p><img src="https://counter.theconversation.com/content/23398/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kan Wei does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Chinese pupils are once again at the top of international education rankings. Recent further in-depth analysis of results from the 2012 Programme for International Student Assessment (PISA) tests, have…Kan Wei, Associate Professor, Beijing Normal UniversityLicensed as Creative Commons – attribution, no derivatives.