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Dear BFS Families,

In anticipation of the Forums coming in a few weeks, I wanted to highlight the transition into new spaces and offer our perspective about how to successfully approach moving from one space to another. As some of you have already noticed, Kindergarten placements have begun to be announced. We have already had our admissions process.

While I mentioned this at the General Meeting, it bears repeating.  Please remember that we do not want to talk about the upcoming transition several months before children move on.  In the month of June, teachers include in their classrooms transition activities designed to be an object that honors the growth of each child and the passage from one state to another.  We call it Stepping up. These are not comprehensive markers; they are more symbols and a piece of the experience that each child has shared. If a child is moving on within our school, we also visit the spaces they will transition into, exploring the spaces and interacting with our new teachers.

Each classroom does something different.  What teachers do not do, is have these conversations too early.  Before the month of June, there is much that happens. We are still working on projects, relationships and personal goals. Some of them may even be here for camp so they will not be leaving fully.  Our children may all have different situations, but may go through some of the same emotions as their peers, just at different times.

There are some natural and developmentally appropriate reactions that teachers expect once these transitions enter onto the radar of a child:

  • excitement/high energy
  • nervousness/anxiety because the teacher/friends/setting may be unfamiliar or not known
  • pushing away friends and adults who were once relied upon to let a child feel they can stand on their own two feet
  • regression (behaviorally, physically, emotionally)
  • impatience to jump to the next stage
  • sadness that they will miss friends/teachers/setting
We ask that you refrain from talking about these new situations in the earshot of the children, in the hallways and classrooms of school or at home when children are around.  It will cut down on the confusion and anxiety that can be generated by a conversation they cannot fully comprehend or place temporally.  No matter how excited and hopeful we are, children can experience a variety of emotions that we need to help support them through.  

When you are ready to talk about the upcoming change, perhaps a few weeks away from entering the new phase, you can be more concrete. 
Talk about:
  1. Your new routines, what will they look like?  
  2. Who will take me to school?  
  3. Where is my new school?
  4. Will I have nap time, be able to bring my stuffy?  Each classroom environment is different, but this is still early childhood and it is developmentally appropriate to have a stuffy in Kindergarten, in your backpack or out and proud!

Keep your routines consistent and leave room for your children to be just where they are!  Wonderful, capable and curious children.  They will be ready for the next phase, whatever that may be.

Medina Khalil

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Medina Khalil - Executive Educational Director | Mikia Eatman - Operations Director | Daniela Vancurova - Educational Assistant Director






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Brooklyn Free Space · 298 6th Avenue · Brooklyn, NY 11215 · USA

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