You made it. You got into your first choice school. Or maybe second or third, but you’re in! Now time to worry about the next step: school adaptation.
As an international family in Spain, one of our biggest challenges was understanding and adapting to the Spanish education system, particularly during the early years. We wanted to provide clear expectation for our toddler to make the transition easier, but we were completely lost ourselves! I want to share our experience with the adaptation process for both Infantil 2 (I2) in daycare and Infantil 3 (I3) in preschool, hoping it will help other families making similar transitions.
Understanding the Spanish Early Education System
Before diving into our experience, it’s important to understand that Spanish early education is divided into two cycles:
- First Cycle (0-3 years): Typically in daycare centers (guarderías)
- Second Cycle (3-6 years): Preschool education, usually integrated within primary schools
Our Experience with I2 (Daycare Adaptation)
The Initial Contact
When our child started I2 at age 2, we were immediately struck by how structured yet gentle the adaptation process was.
FIrst, we had an initial interview with the teacher, which my daughter was allowed to join me to meet the teacher. Of course, she was also free to explore the classroom to start familiarizing herself with the space and toys. At this meeting, the teacher wanted to know more about my daughter and her habits and her experience with other children, classes, and play areas. The teacher explained the “período de adaptación” (adaptation period), stressing that we would adapt to my daughter’s needs during the school adaptation.
The Adaptation Schedule
Although I summarize what each day looked like, it was more fluid than indicated on black and white. As an additional support provided by the school, they set up a room with coffee and adaptation support materials for parents going through the same situation. This was amazing to connect with other parents going through the same emotional turmoil as myself. Also, we were able to take turns heading to the classrooms and peeking through the windows to see how the children were adapting.
Week 1:
- Day 1-2: 30-minute sessions, during which I was present the entire time
- Day 3-5: One-hour sessions, which I stepped out for 15 minutes.
Week 2-3:
- One-hour session, present for the initial 15 minutes, then leaving for 45.
- By the end of week 3, we extended the time to three hours without my presence in the classroom and staying for lunch.
Week 4:
- She was staying the whole morning after I stayed for 15 minutes for her to adjust to the classroom, and started to take her nap.
Week 5 and beyond
- She was staying the complete day and was absolutely loving school Some morning drop-offs were hard, but I was always able to go into the classroom with her to have an extra hug and kiss good-bye.
- Families were able to adapt to their child’s needs: our school adaptation took one month; other children were being picked up at mid-day for the majority of the school year.
What Surprised Us at the School Adaptation
- She was able to have her comfort object during her nap each day.
- Daily reports about eating, sleeping, and diaper changes.
- Communication mostly in Spanish, but teachers were patient with language barriers
- Strong emphasis on routine and socialization
- Thanks to the additional time I spent in the classroom during her school adaptation, I was had the chance to hear the songs and see the games they played to involve the children. This is where I learned one of our favorite Catalan children’s songs, El ruquet valent (The Brave Little Donkey).
Transitioning to I3 (Preschool)
The Big Change: Big-Kid School
Moving to I3 was a significant shift, as it meant entering the formal education system and going to “big-kid school.” The school adaptation process was different, reflecting the children’s increased maturity and the school’s academic focus.
Key Differences from Daycare
- More structured learning environment.
- While we still had daily contact with the teachers for pick-up and drop-off, the communication was not as detailed.
- We were still informed whether she ate her lunch and took a nap.
- Focus on pre-reading, pre-writing, and pre-math skills.
- More emphasis on independence.
- Structured routines.
- Introduction to basic academic concepts.
The Adaptation Process
- Shorter adaptation period (usually 4-5 days)
- Full days started sooner (on the fifth school day)
- The first two days, half the class was in the classroom with the parents for an hour and a half, then switched with the second group.
- On the third day, the whole group was in the classroom until lunchtime, then went home.
- On the fourth day, the entire class was in the classroom during the entire morning, sent home for lunch and nap, and then returned for the final session of the day.
- On the fifth day, they were at school the entire day, having lunch and nap there, until pick-up at the end of the day.
School Adaptation Difficulties
Adaptation is hard for children and parents alike, and the school adaptation process to preschool wasn’t any different.
The issues we came across during the first 2 weeks of school were:
- Lack of communication
- Compared to daycare, we felt that we were completely in the dark as to the activities and routines our children had at school.
- Concern about mid-day break (espai migdia: lunch and naptime)
- The notes left about meal- and nap-time were worrisome: many children weren’t eating their lunches and felt that the school staff weren’t being forthcoming with the situation.
But by week 3, we all adapted to the new school and routine that came with it. Drop-off was easier and the children were eating their lunches. By week 4, she knew all her classmates names and loved to explain her day to us.
Tips for International Families for Spanish School Adaptation
Language Support
- Don’t worry if your child doesn’t speak Spanish or Catalan initially, especially at these young ages.
- Children typically become comfortable with basic phrases within 3-6 months
- Many schools offer additional language support.
- Prior to starting school, you should read books about going to school as well as listen to Catalan songs they will hear in the classroom.
Cultural Integration
- Participate in school events when possible
- The equivalent of the PTA (Parent Teacher Association) is the AFA (Asociación de Familias de Alumnos: Association of Students’ Families). Participation was mandatory for I3 and above, but the fees cover a lot of fun activities and parties throughout the year for the students. They held a coffee-hour one a month which was a fantastic place to directly ask other parents my burning questions.
- Connect with other international families and local families. Initially it may be hard connecting, but the other parents can be helpful learning the routine of things, especially if they have older children.
- Join school WhatsApp groups (a crucial communication tool in Spain between parents)
- TokApp is likely used for official communications from the school. After registration, you will receive instructions on how to connect.
- Learn about Spanish school traditions and celebrations to be able to discuss at home.
Practical Advice
- Learn key Spanish phrases for school communication. You could do this in Catalan, but if you are stronger in Spanish, you will be fine.
- Keep open dialogue with teachers about your child’s progress.
- Respect the adaptation schedule even if it seems overly cautious. You can always modify the school adaptation period specific to your child.
What We Learned
The Spanish early education system strongly emphasizes social-emotional development alongside academic learning. While the transition periods required patience, we found that:
- The structured adaptation approach helped reduce anxiety
- Teachers are generally understanding of cultural differences
- Children adapted more quickly than parents expected
- The focus on routine provided security for children
Bonus! 5 Tips to Help Your Child Adapt to a Catalan-Speaking School
Final Thoughts
While navigating the Spanish education system as an international family can feel overwhelming initially, both the I2 and I3 Spanish school adaptation processes are well-designed to support children’s transitions. The key is to trust the process, maintain open communication with teachers, and remember that every child adapts at their own pace.
Remember that this experience varies between regions and individual schools, but the core approach to adaptation remains similar throughout Spain. Don’t hesitate to ask questions and seek clarification from your school’s staff – they’re usually very understanding of families’ needs, as well as the additional needs of international families.
