Preschool serves as a crucial transition for children. On one side, they are surrounded by family, while on the other, they begin spending significant time in a structured classroom. This shift can be quite challenging.
When we enrolled our son, Jake, in preschool, our primary goal was to enhance his social skills with peers. We also hoped to prepare him for the expectations of a classroom environment. The idea was that once he understood appropriate conduct, he would naturally adopt it.
Some days, he embraces this learning. Other days, however, it proves difficult.
This journey has prompted me to reflect on my own beliefs. I’ve come to realize that I no longer stress about whether my son can “sit still” in class.
I can almost hear the surprise in the silence. I understand that my perspective might not be the norm. I used to worry greatly about this. Picking Jake up from school often involved uncomfortable conversations with his teacher, especially when I witnessed other children managing to stay calm during circle time. Why was my son struggling?
Then it hit me: he’s only in preschool. The very term “pre” indicates that he is still in the early stages of development. His behavior is typical for his age, even if he sometimes finds it more challenging than his classmates.
It’s important to note that sitting still and absorbing information can be tough for any child, particularly those aged 4 to 5. I liken the urge to fidget to an itch; when one has an itch, resisting the urge to scratch can be overwhelming. If children are allowed to fidget appropriately, they can focus better on their lessons.
This realization opened my eyes to the widespread nature of this issue. There’s now a whole industry dedicated to providing children with options to fidget during class time. Research has shown that allowing some movement can enhance a child’s attention span. Innovative solutions such as sensory feedback chairs, yoga balls replacing traditional seating, and rubber bands attached to desk legs for bouncing feet are becoming increasingly popular. Standing desks are also gaining traction among both children and adults.
In a classroom like my son’s, some children can manage to sit still without issue, while others, like Jake, require more movement. Just as every child is unique, their learning styles can differ significantly, and we should not overlook the needs of those who require more active engagement.
I’m not advocating for children to be given excessive freedom during instruction, such as roller skates or musical instruments. We do maintain certain standards. While some movement is acceptable, crossing personal boundaries is not. If Jake receives instructions from his teacher, I expect him to follow them. We often discuss the importance of being considerate to his classmates who are trying to learn. Disrespect is never tolerated.
However, Jake is not being disrespectful; he simply has a lot of energy. There’s a distinction.
When I pick him up from preschool now, I still communicate with his teacher. I inquire about what strategies are working and empathize with the challenges he faces. This collaboration has greatly reduced my frustration. I no longer feel embarrassed or compelled to discipline him for simply being a typical 4-year-old.
By adjusting expectations and implementing suitable accommodations, my son is no longer punished for acting his age. As a result, he is happier, enjoys school more, and transitions more smoothly between activities. Naturally, this shift has made me a more content mom too.
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Summary: It is essential to recognize that preschoolers, like Jake, may struggle to sit still in a classroom setting. Rather than enforcing unrealistic expectations, we should accommodate their natural need to move, allowing them to focus better on learning. This change resulted in a happier, more successful experience for my son and me.