"Because of my daughter's severe separation anxiety, a cooperative environment was a prerequisite in choosing a nursery school for her. Throughout her two years at NSN, she developed her social skills and her confidence; and although she is heartbroken to leave her beloved nursery school, she is well-prepared and excited for Kindergarten in the fall!"
Jamie S.

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Common Socialization Issues

Separation

While some children separate quickly from a parent, others require a more gradual process. There is no best timing for this; each child and family is different.

The school year starts with a phase-in schedule to help with the transition from home to school. This gives the children time and space to connect with the new routine, people and environment. It also allows the teachers more time to observe and help with any separation issues that may take place.

When separation issues do arise, the teachers discuss with the parent/provider how best to guide and assist the child into becoming more comfortable with his new situation. Together the teachers and parents identify concrete steps they can take to help the child through the process. Our goal is to have separation with a minimum of anxiety.

Conflict Resolution

A primary goal of our program is to help our children acquire the necessary language and social skills to interact smoothly with their peers.

Conflicts in the classroom are opportunities to teach the children involved how to work out a disagreement or express strong feelings. The teachers help the children find appropriate language for each situation. They encourage the children to work together, with help, to figure out the best way to solve the problem. Special attention is given to help the child understand what is acceptable and appropriate behavior for each interaction. The teacher acts as a mediator, leading children toward peaceable solutions, teaching important life skills.

Time-outs are not used in our program. The removal of a child from a conflict erases the opportunity to learn a more appropriate response to the situation and further their social growth. An out-of-bounds child may be taken from the classroom to stay with a teacher until she calms down and can discuss with the adult more acceptable behavior and feels ready to re-enter the group.

The teachers model positive language. This lets a child know when a task is completed well, or when the right language or behavior has been used in a given situation. The teachers let the children know where the boundaries of behavior are by stressing what a child is allowed to do in class as opposed to what he is not allowed to do. This creates a secure environment for everyone and helps to develop positive self esteem by recognizing tasks well done.