When an environmental change takes place in the process of natural evolution, a change of behavior occurs automatically. However, this is not always negative, but on the contrary, it can result in very good results when the change is anticipated and the preparation is done progressively. Pre-school education brings important changes in the child's life, both in the somatic and psychological development, but also in relation to the relational plan. The majority of children are in pre-school education, the kindergarten frame goes beyond the narrow horizon of the family, and presents children with new requirements, very different from those in the family and especially those from the previous stage. These differences in demands cause afterwards to exacerbate all the possibilities of adapting the child, but also to diversify its behavior.
Entering kindergarten is an important social event. The process of adapting to the new situation is not very easy. Depending on the socio-cultural or family environment they come from, not all children are adapting equally quickly to the same way of teaching. Some of them find it difficult to integrate into kindergarten. A refusal that lasted for a few days at first is normal, especially for a child who has never left the family home, but prolonged or repetitive complaints require that they be specifically understood. The most common or most obvious manifestations are rage and weeping.
The young preschool, at the entrance to the kindergarten, has to face the difficulty of joining a large college, different from the family, must learn to work with partners of the same age and take into account the instructions of the educator. They do not show the desire to play with other children, or they do not fancy it because of shyness. Under the guidance of the educator, they learn to play more and more with others. The child is accustomed to community life, though at first he feels little of the other children. "Others" is a threat to him, someone who can bother him, take his toys, or overturn the construction. The child must find a safe climate in the kindergarten so that he can feel good. The difficulties of the beginning are absolutely normal. They must not be denied or minimized.
Newly arrived in kindergarten, children need help to gain self-confidence and self-esteem in their relationships with others, especially in the first stage of integration. It is important for preschoolers to be encouraged to assume roles in their work. If in the initial period it does not go beyond the idea of a current partner, as the child adapts to group life, he is wanted as a friend of others. Sharing toys is the first step in developing positive social relationships. If, at first, the play activity is solitary, children begin to communicate and associate with real social relationships. Autonomy and social adaptation are complementary. Autonomy means compliance in the social environment. Interpreted in correlation, it follows that integration goes through adaptation to reality, adaptation that can not be achieved beyond autonomy that the child gains during the learning of the roles that mark at each age both the initiatives and the limits.