Starting childcare can be a challenging transition for families, and one of the most common hurdles is separation anxiety. As Early Childhood Educators, we recognise that this emotional response is often one of the first challenges new families encounter when beginning care.
Separation anxiety, in its simplest form, refers to the fear or distress a child (or parent) experiences when separated from a loved one. While it is most commonly observed in children, parents and guardians can also experience separation anxiety during this transition.
How Can Families Prepare for Separation Anxiety?
As parents, it is naturally distressing to see your child upset. However, the reality for many families is that childcare is a necessity due to work, study, or personal commitments. A well-thought-out introduction to early education can significantly aid children in adjusting to their new environment.
Many Early Education settings provide an orientation process, where children can become familiar with their new surroundings, educators, routine along with their “safe person”—typically their parent or guardian. This period allows children to adjust gradually and helps parents feel comfortable with the new care arrangements.
Orientation also gives families the opportunity to learn about the room’s routine, meet the educators, and familiarise themselves with the environment. For younger children, staying for brief periods during orientation can help ease them into the transition without feeling overwhelmed.
It is essential that families discuss childcare with their children—yes, even babies—in a positive and excited manner. Children are highly perceptive, and parents’ attitudes can significantly influence how their child feels about the experience.
How Will Educators Support My Child Through Separation Anxiety?
The primary objective of educators when welcoming a new child is to build a trusting relationship. Developing a strong bond with a “safe person” in the childcare setting will help the child feel secure, which in turn fosters further connections with other educators and peers.
Childcare settings often represent a child’s first experience in a group setting, and it can be loud and overwhelming. Educators play a vital role in making children feel they belong. This might include displaying photographs from home, talking about family members or pets, or simply spending one-on-one time with the child to better understand their needs.
In early childhood education, we often apply Maslow’s Hierarchy of Needs to guide our approach. According to this theory, children must have their basic physiological needs met, feel safe, experience a sense of belonging, and develop a healthy sense of self before they can fully engage in learning and thrive in any environment.
What Should We Expect When We Start Childcare?
When the time comes for separation, it is important to keep the process short, positive, and consistent. It is strongly recommended to always say goodbye to your child, even if they are very young. Tell them when you will return and hand them over to a trusted educator with a positive smile. While this may seem difficult, it is important to manage your own feelings of anxiety or sadness until you are out of sight.
Most childcare settings will encourage parents to check in during the day. This communication helps ensure that the transition is going smoothly and fosters an open, trusting relationship between home and care. National Quality Standard will also be proactive in ensuring children are not left distressed for extended periods, as prolonged unhappiness can negatively affect their adjustment and emotional well-being.
Separation anxiety is a common experience for many children starting childcare. The duration of the adjustment period will vary—some children settle quickly, while others may take weeks or even months. Regardless of the timeline, open and honest communication between home and childcare is key to helping both the child and their family adjust successfully.
References:
- Ainsworth, M.D. (1978). The Bowlby-Ainsworth attachment theory. American Psychologist, 33(10), 932–940.
- Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370–396.
- National Association for the Education of Young Children (NAEYC). (2021). Separation Anxiety in Young Children. Retrieved from www.naeyc.org