Skip to main content
SpringerLink
Log in

Making arrival time easier

  • Features
  • Published:
Day Care and Early Education Aims and scope Submit manuscript

Summary

Arrival time in a child care center is a significant transitional period. The environment that greets children as they enter the center may influence how they respond to separating from a parent and spending many hours in the center. Teachers can make the transition easier for children by providing an environment that supports the individual needs of children.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Balaban, N. (1985).Starting school from separation to independence: A guide for early childhood teachers. New York: Teachers College Press.

    Google Scholar 

  • Cummings, E. & Beagles-Ross, J. (1984).Toward a model of infant child care: studies of factors influencing responding to separations in day care. In R. S. Ainslie (Ed.)The child and the day care setting: Qualitative variations and development. New York: Praeger.

    Google Scholar 

  • Day, D. & Sheehan, R. (1975). Is open space just empty space?Day Care and Early Education.

  • Field, T., Gewirtz, J., Cohen, D., Garcia Greensberry, R. & Collins, K. (1984). Leave-takings and reunions of infants, toddlers, preschoolers, and their parents,Child Development 55, 628–635.

    Google Scholar 

  • Gross, D. (1970). On separation and school entrance.Childhood Education 46, 250–253.

    Google Scholar 

  • Harms, T. (1970). Evaluating settings for learning.Young Children 25, 304–308.

    Google Scholar 

  • King, M. & Perrin, M. (1985, April). Arrival time: Behavior patterns of two-year-olds. Paper presented at the Biannual meeting of the Society for Research in Child Development, Toronto, Canada.

  • Pitcher, E. & Ames, L. (1964).The guidance of nursery school. New York: Harper & Row.

    Google Scholar 

  • Prescott, E. (1980). The physical environment-powerful regulator of experience. In R. Neugebauer (Ed.)Caring for infants and toddlers: What works, what doesn't. Summit, New Jersey: Summit Child Care Center.

    Google Scholar 

  • Provence, S., Naylov, A. & Patternson, J. (1977).The challenge of day care. New Haven, Conn.: Yale University Press.

    Google Scholar 

  • Read, K. (1986).The nursery school: Human relationships and learning. Philadelphia: W. B. Saunders Company.

    Google Scholar 

  • Weinraub, M. & Lewis, M. (1977). The determinants of children's responses to separation.Monographs of the society for research in child development, 42.

  • Winnicott, D. (1953). Transitional objects and transitional phenomena.International journal of psychoanalysis. 34, 89–97.

    Google Scholar 

Download references

Authors
  1. Margaret King
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

Margaret King is an Associate Professor in the School of Home Economics at Ohio University in Athens.

Rights and permissions

Reprints and permissions

About this article

Cite this article

King, M. Making arrival time easier. Early Childhood Educ J 16, 18–20 (1988). https://doi.org/10.1007/BF01622978

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01622978

Keywords

Search

Navigation