Management Strategies for Separation Anxiety in Kindergarten Children Aged 4–5 years

Separation anxiety is a common condition in early childhood, particularly when entering a new environment such as school. At the age of 4–5 years, children are in a transitional phase from the family environment to the school environment and are therefore likely to experience anxiety when separated from their parents, their primary attachment figures. This study aims to identify the strategies employed by teachers in managing separation anxiety in children aged 4–5 years, as well as to identify the underlying causes and associated symptoms. The study utilised a qualitative approach employing the case study method. The research subjects were teachers of kindergarten classes A1 and A2. Data were collected through interviews, observations and documentation and subsequently analysed using the Miles and Huberman model. The results indicate that separation anxiety can arise due to a new environment, recovery from illness, long holidays, the loss of a primary attachment figure, or conflicts with peers. Contributing factors include inconsistent parenting styles, a lack of socialisation experience, a high need for attention, resistance to school rules, excessive attachment, and a lack of readiness to face new situations. The teacher's strategies which include a step-by-step approach, positive reinforcement, communication with parents, the creation of a supportive classroom environment, and referral to a psychologist where necessary have been shown to help children adapt, increase their independence, and support their social-emotional development to the fullest extent.