What to Expect in the First Weeks of Preschool

The first few weeks of preschool can feel a little chaotic: One child wanders around the classroom instead of joining an activity. Another bursts into tears when it’s time to clean up. Someone grabs a toy from a classmate. Another child follows you wherever you go because they’re unsure what comes next.

Early in my teaching career, I found these behaviors frustrating. I would wonder why children weren’t following routines I had already explained. Then I realized something important: For many children, preschool and kindergarten is not just a new classroom, but an entirely new world. They’re learning where to put their backpacks, how to ask for help, when to wash their hands, where to sit during circle time, how to wait for a turn, and even how to join another child in play.

Once I started viewing beginning-of-the-year behaviors as part of the learning process instead of behavior problems, the way I responded changed. Rather than asking, “How do I stop this behavior?” I started asking, “What skill is this child still learning?”

TEACH ROUTINES the Way YOU TEACH CONTENT

One of the biggest mistakes I made as a new teacher was assuming children knew how a classroom worked. I explained how to line up, where to put finished work, and what to do after unpacking their backpacks. Then I expected children to remember, but most of them didn’t.

Now I treat routines like any other lesson. We practice lining up. We practice cleaning up. We practice walking to the carpet. We practice washing hands. Then we practice again. Children need opportunities to rehearse classroom routines before they can perform them independently. I’ve found it helpful to narrate what I’m doing, model each step, and allow plenty of time for repetition. The first few weeks are an investment. Every extra minute spent teaching routines early saves countless reminders later in the year.

EXPECT TRANSITIONS TO TAKE LONGER THAN YOU’D LIKE

Transitions are often where the biggest challenges appear during the first weeks of school. A child who happily builds with blocks may suddenly refuse to clean up. Another might become upset when it’s time to leave the playground or move from one activity to another. Instead of rushing these moments, I learned to slow them down.

Rather than simply saying, “Clean up,” I began breaking transitions into smaller, more manageable steps. I gave children warnings before the transition, modeled exactly what I wanted them to do, and narrated what I noticed. “I see Mia putting the blocks back on the shelf.” “Now we’re checking the floor for any pieces we missed.” Children aren’t resisting the transition; they’re learning how transitions work.

DON’T ASSUME CHILDREN KNOW HOW TO PLAY TOGETHER

One of the biggest surprises for me early in my career was how many children don’t yet know how to enter play. They may stand nearby watching. They may grab a toy because they don’t know how to ask for a turn. Or they may simply walk away because they aren’t sure how to join in.

Rather than expecting these skills to develop naturally, I began teaching them explicitly. During circle time, I use simple finger puppets to act out common playground and classroom scenarios. One puppet might be building a tower while another walks over and grabs a block. We pause and ask the children, “How do you think our friend is feeling?” Then we replay the same situation, this time practicing what the puppet could say instead: “Can I build with you?” or “Can I have a turn when you’re finished?”

We role-play different situations throughout those first few weeks: how to ask to join a game, how to invite someone to play, how to solve a small disagreement, and even what to do if someone says, “Not right now.” Before long, I began hearing those same words during free play because they had practiced what those moments would sound like.

LET THE CLASSROOM DO SOME OF THE TEACHING

The classroom environment can also make those first weeks easier for children. As a Montessori teacher, I’ve always been drawn to the idea of the prepared environment, the belief that a thoughtfully designed classroom supports children’s independence.

During the first weeks of school, I pay close attention to whether children can successfully navigate the room on their own. Are materials stored at child height? Do shelves clearly show where items belong? Can children find what they need without asking an adult every few minutes? Simple adjustments such as labeled baskets, defined learning areas, clear pathways, and visual reminders reduce confusion and allow children to experience success throughout the day.

LOOK FOR THE SKILL BEHIND THE BEHAVIOR

Many of the behaviors we see at the beginning of the school year are actually skills we haven’t taught yet. A child who grabs a toy may not yet know how to ask for a turn. A child who wanders around the classroom may still be learning where they’re expected to be. A child who cries during cleanup may not yet understand what comes next. Looking at behavior through this lens doesn’t mean lowering expectations. It means recognizing that children need instruction before they can meet those expectations consistently.

When we identify the skill that’s missing, our response becomes much more effective. Instead of correcting the behavior over and over, we can teach the skill that helps prevent it.

The first weeks of preschool aren’t about getting every routine perfect. They’re about helping children understand how your classroom works. Every routine you model, every transition you practice, and every social skill you teach becomes part of the foundation you’ll build on for the rest of the year.