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School Phobia

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FRIDAY; AUG. 28; 1987 -

problem. From that moment
on, the teacher was sensitiz-
ed to my daughter's fears and
became more tolerant, helpful
and friendly.
"After talking to my
daughter, I realized she felt
like she had no friends in the
class, -so we began inviting
classmates over. I also re-
mained as consistent as possi-
ble and insisted she go to
school. I was sympathetic, but
I wouldn't let her stay home
for imaginary illnesses. And
I kept close contact with her
teacher. It worked." ❑

this; that we're all in this
together. It often helps to ask
the child for his input and his
impressions."
This parent-child-teacher
relationship is the reason one
mother offers for the suc-
cessful handling of her
daughter's school phobia. "At
first I thought my daughter's
anxiety was the teacher's
fault and considered asking
for a classroom change. But I
cooled off and instead of ac-
ting hostile, I went in and
asked the teacher how I could
help my daughter with her

Stress-Free
Kindergarten

Here are several sugges-
tions to help your child
through the traumatic first
days of kindergarten.
• Before school begins,
- visit the school and
familiarize your child with
the setting.
• Meet with your carpool
or the bus driver, so your
child feels comfortable with
how he'll get to school. -
• Speak encouragingly
about how independent and
adult he is becoming. Don't
be afraid to talk about his
fears or worries.
• Try to have a relaxing
breakfast routine.
• Have clothing, book bag
and lunch ready the night

before to minimize the mor-
ning rush.
• Try not to plan a lot of
after-school activities. Allow
your child the luxury of com-
ing home and "vegetating."
• Ask non-threatening,
open-ended questions about
his work, such as: "How was
school today?" Rather than,
"What did you do today?" or
"How many workbook pages
did you do today?"
• If there are any signs of
school phobia, be sure to
discuss your concerns with
your child's teacher.
• For severe, consistent
symptoms, seek professional
help.

-

Day Care And Child
Development Studied

New York — Are children
cared for in group day-care
settings better off than those
raised exclusively by their
mothers?
The American Jewish Com-
mittee provides some answers
to this much-debated ques-
tion in a just-released review
of the evidence entitled "The
Effects of Infant Day Care on
Child Development."
Prepared by Amy Avgar,
assistant director of the Com-
mittee's William Petschek
National Jewish Family
Center, the report concludes
that:
• For most children, the
day-care experience appears
to have neither adverse nor
beneficial effects on subse-
quent intellectual develop-
ment, except in the case of
economically disadvantaged
children who show positive
gains when enrolled in
enrichment programs from
infancy;
• Compared to exclusively

home-reared children, some
day-care reared infants
display more "insecure"
behavior in laboratory
situations;
• Children with infant day-
care experience show more
heightened interaction —
both positive and negative —
with children and adults.
They have been found to be
more sociable, empathetic
and assertive, but also more
aggressive.
Writes Dr. Avgar: "In order
to fully understand the long-
term consequences of infant
care, more research is need-
ed." But, she also observes
that "attitudes, family cir-
cumstances, and quality of
day care must be considered
when attempting to account
for the consequences of
substitute care."
An assumption underlying
the report is that for many
women work outside the
home is an economic or per-
sonal necessity and, like it or