STRESS-BUSTING TIPS FOR EARLY CHILDHOOD CLASSROOMS

by Alice Sterling Honig, Ph.D.
Professor Emerita of Child Development

CONTENTS

1. About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
2. Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
3. Chapter 1 Understanding Stress in Children’s Lives . . . . . . . . . . . . . 1
4. Chapter 2 Sources and Signs of Stress . . . . . . . . . . . . . . . . . . . . . . . 23
5. Chapter 3 Insights About Stress: Reflecting and Reframing . . . . . . 35
6. Chapter 4 Choosing Stress-Busting Techniques to Help Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
7. Chapter 5 Personalizing Stress-Reducing Strategies for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
8. Chapter 6 Using Stress-Reducing Strategies with Groups of Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
9. Chapter 7 Using Storytelling to Relieve Child Stresses . . . . . . . . . 103
10. Chapter 8 Adult Stress Busters in Care Settings and Schools: Working with Parents, Personnel, Home Visitors, Supervisors, Mental Health Professionals, and Consultants . . . . . . . . . . . . . . . . . . . . 115
11. Chapter 9 Personal Stress-Busting Ideas for Adults Caring for Children . . . . . . . . . . . . . . . . . . . . . . . . . . 131
12. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
13. Children’s Book Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

ABOUT THE AUTHOR

Alice Sterling Honig, Ph.D., has directed the National Quality Infant/Toddler Caregiving Workshop. She has authored or edited more than two dozen books and 500 articles and chapters.
A special Early Childhood Lifetime Achievement Award was presented in 2004 to Dr. Honig by the Syracuse Association for the Education of Young Children.
The New York State Association for the Education of Young Children in 2005 gave Dr. Honig the “Champion of Children Lifetime Achievement Award.”
Dr. Honig was honored in 2008 with the Central New York State Psychological Association’s Annual award given “In Recognition of Outstanding Lifetime Contribution and Service.”

UNDERSTANDING STRESS IN CHILDREN’S LIVES

Some children have continuing health issues, such as chronic asthma or illness. Many stresses exist for children in our rushed and technologically complex society. Teachers are well aware that children, young as they are, may have emotional troubles and mental health issues.

Stress is currently such a prominent concern for parents and providers that websites now offer daily advice for handling stress. The truth is young children are not always isolated or immune to trauma and day-to-day stress. Some stress is normal but more and more children are impacted by it.

Some children do not say anything defiant or angry but avoid eye contact persistently and give adults sullen looks whenever asked to do something. Child stresses have long-lasting negative consequences, and relationships with loving, intimate persons are crucial for preventing stress and ameliorating risk factors that stress young children.

CHILDREN’S BEHAVIORS REVEAL STRESS IN THEIR LIVES

We need to watch children’s body language as well as listen to their words to become more aware of stress. Body responses are helpful signposts.

Signs of Stress:

• Dull, unsparkling eyes
• Avoidance of eye contact
• Limp, floppy, listless body
• Inconsolable crying for long periods
• Fearful withdrawal or flinching from caregiver's caress
• Continuous biting or hitting of others without provocation

SIGNS OF STRESS VARY IN INTENSITY AND DURATION

Some stress reactions are brief and others last a long while. Stress behaviors can be disturbingly dramatic.

Examples of Long-Term Stressors:

• Divorce can bring long-term stress for young children.
• Dislocations and relocations cause distress, especially in military families.
• Grief at the loss of a beloved parent or sibling can result in depressive symptoms that last for years.

SEVERE STRESS AND BRAIN CHANGES IN CHILDREN

Severe stress can lead to harmful effects on children's brain development. Chronic exposure to stress hormones can damage brain cells, particularly the hippocampus, crucial for memory.

CONCLUSIONS

By addressing the ways in which we ourselves respond to stress, we gain better insights into children who may be using defense mechanisms to cope with their anxious feelings. Caregivers should strive to recognize these mechanisms and provide nurturing environments that mitigate stress.

STUDY QUESTIONS

1. What is stress?
2. How do children show us that they are stressed? Are there any telltale behavior signs?
3. What are some examples of short-term stressors and long-term stressors for children?
4. What are some consequences of prolonged stress on the body?