Not to use itself of the school as threat and punishment to the things that made of wrong in house; To have patience, persistence and security; Not to give up to bring it because it cries, to follow the child at this moment: the mother or the father or grandmother or dribble; To leave that the child brings of house in the first days the object that it not yet obtains to break up itself for much time, as: chupeta, cloth, doll etc.; Not to leave the hidden ones, if to fire without lies, with firmness and sincerity, not drawing out this moment beyond the necessary one; To frequent the school with the child being in the classroom until the third day. In the room and fifth days will be in other spaces, more moved away from the room and will be informed by the teacher the necessity or not of its presence. It is important to know that in the school, the individual cares with the child, many times, will not be taken care of immediately, a time that the work is developed in the collective one and that the child will go perceiving this aspect, learning to wait and to make some alone things. It is in this environment, facing conflitivas situations, that it will construct its autonomy; At last, a paper of the parents, is before everything, to transmit security and support with patience nor all the moment, being looked for to react the calmest possible insurance ahead of the behaviors that inevitably can appear, as I cry, vomit, bitten, amongst others. The paper of the professors in the adaptation: Conscientiously to deal with the facts and the representations that are being formed, establishing a reliable affective relation, friendship and cooperation with its pairs, the parents, the coordinators and, mainly, with the children; To receive the children in the proper classroom for this being a lesser and aconchegante place, with an amount of people reduced, beyond the room; To take care of personally of all the questions that if to relate to the children, leaving that the other adults of the school help in other tasks, what it would favor confident a faster linking and of the children with the professors; To plan the first week and to argue with the parents, in the initial meeting, from form to enclose the aspects of as the children will be received until a detailing on the daily routine, the activities that normally are proposals, the moment of the snack and exit, standing out the shortened time of permanence of the child in the school in this first week, which will be extended gradual; To establish a work routine, since the first day, exactly that of flexible form, but with well defined moments and having as central landmark of time the schedule of the snack, what it happens before and later, of form to guide the children how much to the schedule of the parents to arrive; To keep a daily contact with the parents, through individual meetings, when the case thus demanding, or same in informal colloquies, at the beginning and end of the day, to get information on the child. .