The drop-off and pick-up moments are an essential part of the school’s daily life. A lot of times these moments are taken for granted and regarded as a simple exchange of children. Nonetheless, these moments have a great relevance and impact in both the school day and the people involve within the moment itself. Therefore, the drop-off and pick-up moments should be thought about as personal and emotional gathering spaces which connect the two main childhood worlds: family and school.
A frantic pace usually characterizes the drop-off moments. Highly likely families arrive at the schools in a rush and either drop their kids in the classroom or leave them in line at the school playground.
On the contrary, we should plan the drop-off moments in such way that the hustle takes no part in them, so that a not only a physical, but also emotional and human embrace can take place. This will allow us to focus on each child and family.
As Rosa Lopez says (2004) We need to look at the drop-off moments as both, a place and a time for meeting each other. Thus, the drop-off spaces should create a comfortable environment and be filled with professionals that parents can rely on. All in all, this is none other than an educational project that families can feel part of and that leaves a footprint behind from the very first moment everyone arrives.
With regards to all these, it is also necessary to think of and take care of the actual physical space where the drop-off takes place. When the drop-off takes place in a common area like the hall, it provides for a more enriching experience, since children of all ages, their families and teaches get the chance to meet, share experiences, concerns and so on. In order for these spaces to reach their full potential, they must be cozy, surrounded by pictures of the schoolchildren and documentation boards (this allows children and parents to get to know each other) and have multiple possible activities to do like installations, couches, reading corners, empty spaces where people meet each other.
On the other hand, the pick-up moments, as well as the drop-off moments, are Known for the high pace at which they happen. Furthermore, during these moments we need to deal with many unexpected events. Nonetheless, this is not the right way to think of the pick-up moments.
We need to understand these moments as an opportunity to give families information about their children. We majorly talk to the parents when we have problems with their child or when incidents take place during the school day, however, we have to keep a fluid communication at all times and share with the families their children’s milestones within the development itself and the learning and autonomy.
We can also offer them some guidelines about how to nourish and foster their children’s own growth. All this makes us think of the pick-ups as an individual and gradual moment that allow us to minister to all families.
The moments when we say goodbye to the children and their families should make us look forward to the next day’s meeting (López, 2004).
References
Herranz, R. L. (2004). ” La entrada y salida” en la escuela. Aula de infantil, 18, 28-29.
Ritscher, P. (2009). Sobre las propias piernas. Infancia: educar de 0 a 6 años, (115), 17-20.
Authorship
Susana Lorenzo, Sara Perales y Lucía Prieto, 2020.