Observation of separation experiences, adaptation and transition processes of a nursery child according to Tavistock model

It is known that the process of adaptation to kindergarten is a very exhausting and challenging process for both parents and children. Although studies show that the anxiety levels of children and parents increase in this process, the internal experiences of children in this process are not fully known. This study, which was designed as a single-subject case study, centred on a 3-year-old girl with typical development. A preschool child, who was identified as the focus child in the study and whose identity was anonymised as Elif, was observed for three months. The aim of the study was to examine in detail the verbal and non-verbal communicative acts of the focus child during her adaptation to the kindergarten, her reactions and emotional experiences during separation from her family and reunification. In the study, child observation method according to Tavistock model was used as the research tool and demographic information form was used as the data collection tool. The results of the study revealed that the focus child had depressing, anxiety and stressful experiences during the adaptation process to kindergarten, that some children were exposed to traumatic experiences due to parental separation, and that the comforting efforts of preschool teachers were inadequate and dysfunctional during the process. It was observed that the focus child resorted to a plush rabbit as a transitional object that calmed her down, helped her regulate her emotions and feel safe when she longed for her mother and felt anxiety and fear. The findings of the study showed that the focus child was less stressed when separating from his/her parents only from the third month onwards and started to feel excited and happy to be at the daycare centre. The fact that no adaptation model was implemented in the daycare centre where the focus child was enrolled probably prevented a smooth transition, and the focus child was only able to get used to his peers, the teacher and the daycare centre in general from the third month onwards.