The mother who had brought Theodore inside the building squeezed through the crowd of adults and turned to the director, pointing her finger at the child and explaining that she had found him near the entrance to the CEC. The director descended from her low stepladder and bending over the lost boy said: ‘Say, what's your name? Remember, we saw you yesterday. And we were sitting in this office.’ She pointed her finger at the door leading into her small office. Theodore turned his head in the direction she pointed. He wasn't frightened or agitated. He just couldn't understand what was wanted of him. The headmistress straightened to her full height and began to glance cursorily at the long piece of paper from which she had previously sounded out the list of enrolled kids.

Headmistress: ‘’Let's find you by the method of elimination. Who I haven't had time to allocate yet…’

An indignant whisper ran through the crowd, saying ‘how can this be?’, ‘where are his parents?’. ‘how can this be?’

The headmistress went over the entire list again, from beginning to end. She spoke loudly and clearly, pausing for long pauses between words, ‘I will ask for silence! There are still a few students left unassigned. When I call out their names, I will ask their parents for feedback. And so, let's begin! Derek Wanger!’

Almost instantly, a waving mum and her son appeared from the crowd. She shouted loudly: ‘That's us!’

Headmistress: ‘The boy is assigned to Mrs Donova's group.’ The mother led the boy to his assigned group. The headmistress made a note on her sheet.

Headmistress: ‘Susie Rauktree!’

A large man stepped forward from the crowd, holding his daughter by the legs on his shoulders. He pronounced: ‘She's here!’

Headmistress: ‘The girl is being assigned to a group in Mrs Santerini.’ The man gently and lovingly lowered his daughter to the ground and took her by the hand to the teacher's group.

Headmistress: ‘Theodore Davel!’ There was silence, and for a while there was silence in the air. The headmistress repeated the boy's first and last name twice. Theodore raised his head and took a couple of steps towards the headmistress. The crowd erupted, ‘That's him! That boy!’

The headmistress shifted her gaze to the child and smiled back at him: ‘Found you… So, your name is Theodore…’

The first day at the children's educational centre started with an introduction, which took a week, maybe a week and a half in total. Familiarisation with his peers, new teachers, unusual rooms filled with all sorts of thematic subjects. For him, as for the overwhelming majority of kids, all this was strange. Children at that age have a lot of energy, which they gladly spend on lessons. There was not a single child in Theodore's group who was eager to go back home to his parents. On the contrary. When the children crossed the threshold of the centre, it was as if they had forgotten about their existence. And when the time came to return home, many of them did not want to do so. After all, here, in a gigantic entertainment complex (as the children saw the centre), all attention was directed only at them. A lot of different entertainments, games and adventures.

After distribution on groups, educators conducted some demonstration classes with participation of parents of kids. Many of them, as it was recommended earlier by the headmistress, supported the children showing them that everything was fine and they were there for them. The classes were more like the first lessons of communication and familiarisation. First with the tutors, then with the classmates. The parents also got to know each other at this meeting and watched their children's behaviour with smiles.