Good personal hygiene is a necessary life skill that can help one have positive self-esteem, and provide more opportunities in adulthood to get and maintain a job, and to lead a healthy life style. As children get older, and reach puberty, it is a good time to teach how to bathe/shower independently, with minimal prompting while keeping privacy and personal space in mind.
When teaching a new skill to increase independence, you may want to use a visual sequence. A visual sequence uses pictures (real photos, picture symbols, line drawings) to break down a task into smaller steps. By breaking down a skill into smaller steps, it can help teach the skill one step at a time.
Before making a visual sequence for bathing/showering, you would want to discuss the importance of having good hygiene, when to shower or bathe, and what areas are most important to clean (hair, under arms, private areas)
When making a visual sequence of an area where it will get wet, it is a good idea to have it laminated, and put in the shower stall/bath tub at eye level for the individual to follow. You may also want to make a copy of the visual sequence to review before having a bath/shower. An idea would be to create a book about bathing/showering with the same visuals used in the sequence.
Here is an example of a showering and bathing visual sequence.
This kit is designed to provide classroom teachers with all the activities and material ideas required to implement the sessions in the classroom.
There are six sessions, usually implemented on a weekly basis with the entire group of children. The sessions are structured so that they provide information on a specific topic through a variety of methods.
Each session begins with an icebreaker to get children warmed up. This is followed by a visual schedule of the activities that will occur and a set of rules.
Puppet scenarios are carried out demonstrating the concept or skill that is being discussed for that week. The scenarios promote discussion regarding the topic and there are visuals to support each main point.
A story describing the topic and desired responses is included. This is followed by a few cooperative games each week. The circle closes with an art activity that can be carried out immediately or left with the group to be carried out during the week.
Informing Parents
As a school-age teacher, you may wish to share with the parents the fact that you are implementing a social skills program in your classroom.
As a program consultant implementing this program in partnership with a classroom teacher, you will require parental consent.
Activities that develop and build on children’s self-esteem are important in helping children learn who they are. Role play, including acting out scenarios to problem solve, story making through dramatic play and practice in coping with real life situations will support children’s social-emotional growth and development. Role play will give children the skills to handle problematic social interactions, such as bullying, which may happen as they progress through life.
When children engage in role playing it helps to develop their way of thinking and helps them to develop feelings of empathy. When children are given the opportunity to role play skits/scenarios they will be able to experience the role of bully, victim, and bystander. They will also learn how to help others who are being bullied and how to avoid bullying.
A way for you to introduce the concept of role playing using the topic of bullying would be to develop several scenarios for the children to follow. Select situations that you have observed occurring. You can write the scenarios or use the social scripts available in the Bullying Workshop until the children develop a general comfort level and can write their own. Have the children develop scenarios from their own experiences. The children can write a skit or scenario about a distressing situation having to do with bullying whether the focus is on the bullies, victims or bystanders. Every one of the skits/scenarios should be recorded and presented in a way where the individuals who wrote them are anonymous. For example, have the children jot the ideas down on a piece of paper, hand them in, rearrange them and hand them out again. When these ideas are shared anonymously the children will begin to learn that others have shared the same experiences.
When encouraging opportunities for children to role play regarding bullying:
Prepare and introduce the subject. Educate children on bullying by talking about bullies, victims, and bystanders before introducing the activity. You can refer to the document titled Educating Children about Bullying for ideas about introducing the topic of bullying to children in your group.
Arrange the room in a way where all children can be effective contributors to the role play activity. This may involve moving tables and chairs to create a more open space for greater participation.
Model the first scenario by taking part yourself with two other children who would be most comfortable with performing in front of the group. This will give the children an idea of how to start off. Use specific scripts at first and practice at least once in the beginning.
Define roles (bully, victim, bystander) and situations (see scenario examples below). Once the group is ready to ad-lib the skits and practice problem solving you no longer need to provide them with prewritten scripts.
Make it realistic and fun by using phrases such as “Action!” to begin the role play, “Freeze!” to have the children stop to discuss the situation as a group, and “Cut!” to end the dialogue.
Small groups allow all the children to have a turn in role playing. It will give all children a chance to act out their feelings and ideas. Smaller groups are also great for children who may be more reluctant to share their ideas in a larger group setting.
Keep it short for the first few times the children participate in the activity. This will provide an opportunity to discuss the main points.
Reverse roles played by the children to allow the children to experience and therefore identify with the roles played (bully, victim and bystander). Ensure that children who tend to bully have a chance to experience the role of the victim.
Change groups to allow the children to discuss different points of view and build on ideas.
Expect noise. Children will become excited, laugh and possibly raise their voices. Provided this excitement is because of the task at hand, allow this to take place. It will create genuine feelings and ideas if the children are given the opportunity to establish realistic scenarios.
Praise all efforts. Provide specific positive feedback such as, “I like the way you stood up to the bully and told her to leave you alone”.
Coach the children through skits, if necessary. Coaching the children may involve asking questions about feelings, problems, solutions, obstacles (e.g., “Why do you think he was not comfortable enough to deal with the bully himself?”), body language (e.g., “Johnny had his arms crossed when you were talking to him. What do you think that means?”) and more.
Construct questions for the children to think about as the role plays are happening. Some questions may include: How do you feel when this happens to you? How do you think your friends feel when they are bullied? What kind of things do you think will help to stop bullying? The children think about these questions both generally and as they relate to the scenarios that are being role played.
Scenario Examples:
Janet is making fun of your name.
Tony wrote all over your paper with a red pen.
Rahman says that no girls can play in the block centre.
We are all affected by our environment. Our physical surroundings affect how we feel, how comfortable we are, how we relate to others, and how successfully we accomplish our goals.
For a young child, the environment is particularly important. For example, the size of the classroom and outdoor play areas, the colours of the walls, the type of furniture and flooring, the amount of light, and the number of windows all influence how children learn. Although these are factors teachers have limited control over, there are many things, that can be done to create a supportive and interesting environment for young children. Thoughtful arrangement of the indoor and outdoor environments can support and include all children.
Physical Space
Every child in a program needs to be able to move freely throughout the play areas. The classroom should have clearly defined activity areas that have been arranged to promote independence, foster decision-making, and encourage involvement.
Define activity areas by using shelves, area rugs, tables, or low dividers. The physical layout of the playroom will identify the purpose of each space and provide children with easily-marked boundaries.
Try to group quiet activities together in one area of the room (e.g., reading centre and circle area) while leaving the more active centres (like blocks and sensory) in another area.
Each play space should allow for two to three children to move about freely without bumping into each other or play materials.
More room may be required in the individual play areas to accommodate children who use wheelchairs or walkers.
Accessibility
The location of materials in the classroom can encourage a child to independently select toys they may want for play. Simply put, accessibility means that the children are able to play with all the toys that are available in the classroom.
Here are some tips on how to arrange materials:
Store materials and toys on low shelves, thus encouraging children to select and use them on their own.
Categorize toys or materials and place them in bins. This can help children learn to sort similar items (e.g., blocks, farms animals, crayons) and help make clean up time easier.
Keep materials in areas where they are to be used (e.g., glue sticks, crayons, and markers in the craft area).
Limit the number of toys in each bin to make it easier and lighter for a child to carry. Place heavier toys on the bottom shelves.
Consider the height of tables and chairs. Children need to be comfortably seated on chairs that allow their feet to touch the ground. If the chair is too big, they will be unable to reach for items.
Use stepping stools or blocks for children to step or stand on. These items are portable and can be used at the washroom sink, water table, cubby area, or while sitting on a chair to support their feet.
TIP: Walk around the classroom on your knees, look around, and reach. Is everything accessible?
Visibility
Young children respond to the use of pictures and/or drawings in the classroom. These types of visual supports can be used to teach children a variety of skills such as developing independence. The use of pictures and/or drawings in the classroom allows you to define play spaces and label materials.
Place a photo or tape a piece of the toy on the front of the bin. This will identify the contents of the bin.
Label your shelves with pictures or a toy piece. This will show children where toys are to be returned.
Define play areas with signs or photos. Attach a photo or sign that represents the play area at the entrance where the children can see it.
Set up some play spaces to allow two or three children to play at a time. You can indicate this by using a photo or card system of your choice. Some examples are: cut-outs of a child’s silhouette to correspond to the number of children who can play at one time, printed number of children with corresponding number of dots underneath (e.g., number 3 with three dots underneath), or space for a specific number of children to place their name/picture card.
Sensory Factors
A sensory-rich classroom provides children with an opportunity to explore their environment through touch, sight, sound, smell, and taste. Although it is important to provide sensory experiences in your daily routine, remember that some factors in the environment may have the opposite effect on children.
Adding Sensory Stimulation:
Add texture to toys, tabletops, shelving, and cubby areas. Children with visual impairments relate best to auditory and tactile stimulation. Materials should be brightly coloured, and whenever possible, have large, distinct features. Some examples are bubble wrap and corrugated cardboard.
Attach items that create an auditory effect. Things such as bells on the side of toys, shaker water bottles in the drama centre, and squeaky toys in the water table can help some children better attend to activities.
The room should be well lit preferably with the use of natural light from windows.
Reducing Sensory Stimulation:
Reduce the noise level in your classroom. Use large area rugs, acoustic tiles on the floors and ceilings, and fabric or art work on the walls.
Place tennis balls on the legs of chairs to reduce noise. Simply cut a hole that is slightly larger than the diameter of the chair leg and insert it into the ball.
Create a quiet area. Some children with special needs have a low threshold for noise and may benefit from having a quiet area to relax and get away from the loud and busy classroom.
Selection of Play Materials
The types of materials in a classroom and the way in which they are organized convey important messages to children. When the room is attractive, cheerful, orderly, and filled with interesting objects, you are providing an environment that children will naturally want to explore. The selection of play materials within the classroom and play areas will determine how children use and manipulate these items.
Select materials that address the differences in children’s skill levels. For example, some children may be able to complete a ten-piece puzzle, while others can complete a three-piece puzzle.
Provide materials that encourage children to think and problem solve. Some play activities such as magnets and weights teach children to explore how the materials interact with each other.
Offer unusual play materials that are not provided on a daily basis (e.g., natural materials such as a bird’s nest, leaves, pinecones, rocks, shells, or decorating supplies such as wallpaper sample books and fabric swatch books) and allow children to use them in a creative manner.
Materials should be related to the achievement of curriculum goals. Are the materials lending themselves to the development of social, cognitive, fine motor, and communication skills?
Use the “TRUE” approach in your classroom:
T– Twin play materials for certain activities. While you are always striving to promote interactions between children, there are times when it is necessary to give each child the same toy or play item. For example, provide duplicates of pouring and scooping toys at the sand or water table.
R– Replace or rotate play materials as necessary. Sometimes a simple re-arrangement of how play materials are displayed will re-stimulate interest in a play centre.
U– Uncluttered toy shelves and floor space create harmony in the classroom. You want children to have access to play items. However, not all toys need to be available to them all the time.
E– Eliminate extra pieces of toys in bins. Bins should hold toys and not be used solely for storage. Lego pieces can be limited to a reasonable amount, which will allow children to use them in a creative manner. Too many pieces of toys at tidy-up time can be an overwhelming task for children.
Remember that room arrangement, individual play areas, and materials are key components in establishing a positive learning environment for young children.
Add a photo of the child and a name card to personalize the space.
Add a shelf or bin for personal belongings (the message to the child is “This is your space.”)
Arts and Crafts
Place smocks on hooks that can be easily reached by the children.
Make an attractive display of the materials to encourage children to use them. Materials should include a wide variety of items such as a selection of paper, a choice of glueable objects (pompoms, fabric scraps, recyclables), and several types of writing instruments.
Locate the arts and crafts area near a water source. Many art projects need water for use and clean up purposes.
All appropriate materials should be stored near the main art table.
Provide a variety of types of scissors to promote independence (loop, ring, double ring, and left-handed).
Keep the arts and crafts area out of the line of traffic as art supplies can be messy and/or dangerous if they fall to the floor.
Freestanding easels should be set up in pairs to promote socialization. If floor space is unavailable for freestanding easels, then mount easels permanently to the wall.
Allow children to independently access all creative materials and experiment. For example, if that day’s creative activity is finger painting, a child may also use available sponges, add stickers, glue yarn scraps, or colour with crayons.
Sand and Water
Locate the sand and water play tables near the block and craft centre. These areas, are noisy and can be distracting for some children.
Keep the sand and water play out of the line of traffic, as floors tend to get wet and slippery.
Have both tables available each day unless other sensory activities are offered.
Keep smocks near the area and easy to reach. It is important to encourage all children to wear a smock or protective cover as it gives the message that it is okay to be messy when playing in this area.
Table/Floor Toys
The table toy area should be enclosed on three sides using an L-shaped shelf to create boundaries.
Select a quiet area in the room where children can concentrate on the toys with few distractions.
Toys are best stored on shelves near the table for easy access.
For floor toys, provide ample, unobstructed floor space where children can play.
Group toys by type: table toys, puzzles, beading, stacking, floor toys, interlocking, vehicles, floor puzzles, construction.
Label bins with pictures or an actual representation of the contents of the bin.
Block Centre
Locate the block centre in a corner of the room. Furniture or shelving can be moved to create boundaries as well.
Choose an area that is adjacent to another active and noisy area so that the children performing quiet activities will not be disturbed.
An enclosed block area gives children a sense of security and provides a definition and purpose of the play area.
Blocks should be stored at the children’s eye level. This allows the children to see what shapes are available for their use.
The block centre should be large enough for children to be able to spread out their blocks. Insufficient floor space prevents creativity.
Some children like individual play spaces in the block centre. Use masking tape or large poster board to define these areas.
Dramatic Play
Enclose the dramatic play centre on three sides. If necessary, use the actual furniture in the centre to create an enclosed area.
This centre should be located near another noisy and busy area. The recommended placement for the dramatic play centre is beside the block area. Both centres lend themselves to the development of imaginative play skills.
Provide hooks and mini-hat racks for children to easily access dress up clothes.
Install a mirror on the wall so that children can look at themselves..
Combine the use of real and realistic-looking props to facilitate dramatic play.
Book Centre
Locate the book centre in an area of the room that is secluded and quiet.
Display books attractively. Young children usually cannot read titles so they need to see the cover of each book.
Light the area with natural light if possible. If this is unavailable, a standing lamp or overhead fixture can provide additional lighting.
Make the area comfortable and relaxing by providing beanbag chairs or large floor cushions.
Include a small table and chairs in the book centre as some children prefer to look at books, while sitting at a table.
Outdoors
The space needs to be large enough to accommodate all the children in the group.
The outdoor play area should provide active and quiet spaces as well as places for children to play together or alone.
Ample space between equipment is necessary so that children are not running into one another.
A smaller-sized sand box with a ledge allows children to sit comfortably. The sand box should be located away from the climber or bicycle area for safety reasons.
Use chalk, tape, or small pylons to define high traffic areas where children ride bicycles or wagons. Use large traffic signs to indicate the flow of pathways.
Incorporate indoor activities outside as well (e.g., water play).
Washroom
Sinks and toilets should be mounted low enough for children to use independently. Children should be able to feel the floor underneath their feet when sitting on a toilet.
Each sink should have a mirror directly above it for children to look at themselves.
The washroom area should be brightly lit with overhead lighting.
Soap and paper towels need to be located at a child’s level so that they are easy to reach.
For washrooms within a classroom, do not locate any other activity centres near the door. This will ensure safety and privacy.
Change tables should be located in the washroom area rather than the classroom space.
Quiet Centre
Locate a special quiet area beside the book centre using shelving to section off the space.
The quiet area requires very little space. Remove the individual shelves of a shelving unit and staple a sheer curtain to the top of the shelf.
Add pillows to create comfortable seating.
Lighting should be the natural light that passes through the curtain.
For anxiety to be prevented or reduced, children must feel safe, cared for and be able to understand what is expected of them. Their environment must be welcoming, inclusive and predictable.
The classroom environment can unwittingly add to stress and anxiety in children. This can be prevented or reduced by making some simple modifications. Adjusting your expectations of the children or rearranging your room can make a big difference in reducing and preventing anxiety.
Use the checklist below to evaluate your classroom environment, then follow the suggestions. This will start you on your way to ensuring your classroom is well organized and contributes to reducing anxiety in children.
Is there time for each child to receive some individual attention on a daily basis?
__ Always __ Sometimes __ Never
Does each child receive the amount of attention they require?
__ Always __ Sometimes __ Never
Does the program ensure all children are included?
__ Always __ Sometimes __ Never
Do my classroom goals support the individual learning styles and interests of all children?
__ Always __ Sometimes __ Never
Is there a consistent routine to the day?
__ Always __ Sometimes __ Never
Is a visual schedule used so that all children can understand and anticipate the daily routine?
__ Always __ Sometimes __ Never
Does the daily routine include time and space for movement and gross motor activities?
__ Always __ Sometimes __ Never
Does the daily routine include time and space for quiet activities and “down time”?
__ Always __ Sometimes __ Never
Is the room arranged to have louder play areas close to each other and away from quieter areas?
__ Always __ Sometimes __ Never
Are the classroom materials age and developmentally appropriate for all children?
__ Always __ Sometimes __ Never
Are the toys and materials organized and kept in their correct containers?
__ Always __ Sometimes __ Never
Are the containers labeled with pictures to ensure that all children know where materials belong?
__ Always __ Sometimes __ Never
Is natural light utilized when possible?
__ Always __ Sometimes __ Never
Are overly bright or harsh lights avoided?
__ Always __ Sometimes __ Never
Are there times in the day when lighting is dimmed?
__ Always __ Sometimes __ Never
Are noise levels at a tolerable level?
__ Always __ Sometimes __ Never
Is excess noise limited? (e.g., loud clocks or constant background music)
__ Always __ Sometimes __ Never
Are there times of the day when noise levels are reduced?
__ Always __ Sometimes __ Never
Do all caregivers maintain regular speaking levels and tones when addressing the children?
__ Always __ Sometimes __ Never
Are there quiet, private areas in the room for “down time”? (e.g., book area with pillows or tent)
__ Always __ Sometimes __ Never
Are strong smelling disinfectants, deodorizers and perfumes avoided?
__ Always __ Sometimes __ Never
If you answer “sometimes” or “never” to questions 1-4: Refer to Caregiver Behaviour and Expectations, for tips and ideas to reduce stressors in your classroom.
If you answered “sometimes” or” never” to questions 5-12: Refer to Organizing the Environment for tips and ideas to reduce stressors in your classroom.
As caregivers, the things we say and do, our behaviour and our expectations can sometimes contribute to a child’s anxiety. Working to build and maintain safe, comfortable, predictable, positive relationships with each child can prevent and reduce anxiety.
Here are some things to consider in your daily interactions:
Have appropriate expectations for each individual child – When setting your expectations take into consideration each child’s age, developmental level and learning style. It is a good idea to keep at least one goal in mind for each individual child to focus on during curriculum planning and throughout the day. For example, Jimmy is learning to cut with scissors. He is easily frustrated trying to hold the paper and cut at the same time. You decide to give him narrow strips of heavier paper for cutting practice. He very quickly has success in cutting through the strips with one snip!
Follow the child’s lead – Plan activities that capture the child‘s interests and abilities. For example, plan activity circles about bugs after noticing the children showing an interest in bugs outside. For a child with a more narrow selection of interests, such as trains, try using that interest to build a program theme that will encourage greater participation in a variety of activities (e.g., “Let’s join the train for circle!”)
Provide opportunities for children to have individual attention from a responsive adult – Even a few minutes of individual attention each day will show a child that they are listened to, are special and that you are happy that they are there. Try to make use of times when the numbers are lower, such as early morning or late afternoon, or ask a child to help you with classroom tasks, such as setting the table or cleaning paintbrushes. This will give you an opportunity to talk and spend individual time with a child.
Create a welcoming environment – Greet and welcome each child as they enter the room. This will help to strengthen your relationship with each child and their family in a positive way. This will also help you to understand and respond to how the child may be feeling that day. For example, Megan is usually very happy to come to child care. This morning she clings to her father and cries. Her father tells you that Megan had a hard time waking up this morning. You get down at her level and say, “It seems like you’re feeling sad. Come sit with me in the book corner and we’ll read your favourite book.”
Keep consistent routines – The more consistent your daily routine, the easier it is for children to anticipate what will happen next and make sense of the day. This predictability may help children cope with stressors. One method of creating consistency is to follow a schedule where the daily events occur in the same order but the types of activities can change. Posting your schedule visually, at the children’s level, may help each child know what to expect and prepare for changes.
Give warnings for transitions – Inform the child when there will be transitions or changes in the daily schedule. For example, provide a visual cue like turning the lights off to indicate that a change is coming and say, “Two more minutes, then circle time”.
Organizing the Environment
How a room is organized can either increase or reduce a child’s anxiety. Planning the room set up, selection and organization of materials can work to reduce overall classroom anxiety.
The following are some suggestions to make the best use of space in your classroom.
Create well defined play areas – Classrooms that have all the shelves and tables against the walls and large open spaces may encourage an increase in activity level, such as running. This may lead to anxiety in other children who are engaged in more purposeful play. For example, Jimmy is building a large block tower and becomes anxious and upset every time Suzy runs past. Try to break up the room into designated play areas using shelves, tables and other furniture.
Consider the size and function of each play area – Make sure each area is large enough for children to play comfortably. Areas such as dramatic play or the block centre require more space than areas designed for quiet activities. Remember to provide quiet spaces for children who need a space to relax, rest, or think.
Consider the location of each play area – Put areas that compliment one another closer together. Try to keep quiet areas and louder, busier areas apart, giving children the opportunity to choose a calmer, quieter area when needed.
Use visuals to reinforce play area expectations – Post visual pictures in each area to help remind children what the area is used for and how many children can be in that area at once. For example, if the book centre is also used for calming and relaxation, post a picture that indicates that this is a quiet area, such as person with their finger to their lips.
Reduce clutter – Keeping the room tidy and clearing away unnecessary clutter may reduce visual stimulation and help children find what they need more easily. Using picture labels on bins and shelves can also help to organize the materials, thus providing more structure and consistency.
Keep Sensory Stimulation at Moderate Levels
Children who have sensory processing difficulties may experience anxiety when their environment is providing too much or too little sensory information. Keep in mind that what is tolerable to us may not be for a child with sensory processing difficulties. The following are some suggestions to ensure sensory stimulation is kept at moderate levels:
When possible, utilize natural lighting and avoid overly bright lights.
Keep noise levels to a moderate level, including background sounds such as a constantly playing radio or loud, ticking clock.
Maintain a regular speaking voice in both volume and tone.
Use unscented cleaning products.
Provide opportunities and space for both movement and stillness throughout out the day.
Reduce active play or anything that is too stimulating during times of high anxiety or when the children are overly boisterous and need help to calm down, such as at nap time.
Lower the lights and play quiet soothing music.
Create “escape” tasks for children who need to leave the room. Use them before the child experiences difficulties.
If you notice that a child seems to be trying to block out sensory stimulation or seeking sensory stimulation, consult a professional such as an Occupational Therapist for suggestions.
Children, as well as adults, experience anxiety. In fact, anxiety in childhood is typical during development and may increase during stressful times. For example, a child may experience higher levels of anxiety the first time they attend a new program or transition back into a program after a prolonged absence. Children experiencing increased anxiety may not yet have developed the necessary coping skills or the ways by which to share their feelings. Most children have short-lived fears that they quickly outgrow as they learn through experience that there is no real danger in the things that they fear. For example, a child will learn that when a parent leaves they will come back. Fears brought on by stressful events can be more difficult to respond to, especially during the triggering event.
Your own anxiety level can add to your child’s distress. It’s important to recognize your own fears and anxieties and how you portray these to your child. Taking steps to manage your own stress and wellness is equally as important.
Signs of Anxiety in Young Children
When your child becomes anxious, they may display outward signs that are different from their usual responses and interactions. It is important to take note of these signs, the frequency and duration. This information may help you to identify the cause and respond in a way that is supportive and reassuring.
Children use a variety of ways to communicate how they feel. Feelings of stress or anxiety could present through their body language, facial expressions, refusal, attention seeking, or physical symptoms. Here are some possible signs of anxiety in young children.
Infant and Toddler
noticeable increase in irritability or fussiness
startles easily
fearful of large, looming objects such as puppets or large dolls
will not go with other familiar adults and pulls away, avoids eye contact and/or cries
cries excessively when separated from parent/main caregiver
becomes overly clingy with parent/main caregiver
appears uncertain and may be very fussy if daily routine is changed
has a great deal of difficulty settling with new caregiver
consistently shows no response to experiences that previously delighted them
Young Children
excessive fear of imagined or unfamiliar situations such as being left alone or parental loss
excessive fear of supernatural beings such as ghosts and monsters
excessive displays of anger when encountering certain situations or people
increased attention seeking or jealousy with parent/main caregiver
becomes easily frustrated
appears withdrawn and/or have difficulty entering into peer interactions
tends to be overly shy
displays sudden and marked decrease in appetite
has difficulty calming down when upset
seems overly dependent on parent/main caregiver
Older Children
reports recurrent physical symptoms such as headaches and/or stomach aches for reasons other than medical
inability to sit still or short attention span
insomnia, nightmares or night terrors
excessive anger when encountering certain situations or people
bedwetting for reasons other than medical
oppositional behaviour or resistance to change
fearful of staying home alone
fear of failure, embarrassment or rejection therefore, prefers to be alone
avoids or is upset by listening to certain stories, news or TV shows
avoids or refuses to go to school or to specific places
avoids or refuses to participate in certain activities
problems concentrating
academic regression
difficulty engaging in social play with peers
fearful of adult’s angry voice or avoids communicating with adults
easily upset over specific situations, objects, animals, or insects (e.g., injury, illness, dogs, bees)
reactions out of proportion to the situation
compulsive behaviours, e.g., checking under the bed/looking in the closet
noticeable increase or decrease in appetite
Common Causes of Anxiety in Children
These are some of the more common reasons for children to show signs of anxiety:
Separation Anxiety – It is expected that young children become anxious when first learning to separate from their parent or main caregiver. This anxiety usually subsides with age and experience. For tips on how to prepare and support your child through their separation anxiety see the tip sheet “Separation Anxiety in Children” in the Behaviour section of Skills for Success.
Fear of Change and the Unknown – Like adults, children often fear the unknown and are cautious in new and unfamiliar situations, for example, the first day of school, meeting new people, or moving into a new neighbourhood. As with separation anxiety, these anxieties usually subside as your child matures.
Traumatic Events – Unpleasant or negative experiences can lead a child to believe that certain things are dangerous or threatening. This could include an embarrassing social situation, or one that caused physical harm or fright, such as a dog bite or a near accident. In particularly distressing situations such as surviving a fire, there is a risk of post-traumatic stress disorder (PTSD), which can be treated with the support of a trained professional.
Discrimination – Discrimination or perceived discrimination, due to racism, ableism, classism and many other socially constructed and perpetuated stereotypes/biases can have a profound impact on children’s mental health and wellbeing.These types of discriminations can be experienced directly, and/or indirectly through micro-aggressions and how children and adults with different identities can have different experiences and interactions in their everyday life.
Family and Home-Related Stressors – A disturbance in the home environment may cause a child to feel anxious. Hearing or seeing parents argue may be particularly distressing for a child and may lead to feelings of uncertainty. Family issues that may increase a child’s anxiety include separation and divorce, death or illness in the family, financial pressures and inconsistent or harsh discipline.
Environment-Related Stressors – A child may be anxious about something going on in a specific environment outside of the home such as school, child care, the child and family program or sport activities. The cause of the stress may be related to individuals within the environment, such as bullies, or overly high expectations from an educator. In some cases, the anxiety may stem from the environment itself such as the room set up or too much sensory stimuli, such as noise.
Learned Behaviour – Children can often “pick up” or adopt anxious behaviour from their parents, caregivers, or peers. This is especially true for children who are over-protected or have overly-anxious parents.
Sensory Processing Issues – Some children have difficulty receiving and responding to information from their senses. Proper functioning of our senses enables us to feel comfortable in our surroundings. Feeling over stimulated could increase anxiety for a child and, if left unrecognized may affect the child’s behaviour, development, and ability cope.
Remember
Parents and early learning professionals share a role in helping children feel safe and secure. Working together as a team to establish common goals will have the greatest positive impact on your child’s development and well-being.
If you suspect that what you are seeing is a symptom of anxiety and you have an idea of what may be causing the anxiety, then the next step is to decide on the course of action. There are many strategies to help prevent and reduce anxiety.
If you are concerned about your child’s anxiety, consider speaking with your child’s doctor or request a referral to a children’s mental health professional.
Strategies learned in the early years offer life-long benefits for dealing with stress and anxiety.
References
Beidel, D. C., & Turner, S.M. (2005). Childhood anxiety disorders: A guide and treatment. New York: Routledge.
Cooke, C., Bowie, B., Carrere, S. (2014) Perceived Discrimination and Children’s Mental Health Symptoms. Retrieved June 19, 2020 from https://pubmed.ncbi.nlm.nih.gov/25365283/
Mount Pleasant Family Centre Society. (2020, April 22). Early Childhood Development in a Time of Pandemic. Retrieved June 11, 2020, from https://www.mpfamilycentre.ca/
Tran, A. (2014). Family Contexts: Parental Experiences of Discrimination and Child Mental Health. Retrieved June 19, 2020 fromhttps://pubmed.ncbi.nlm.nih.gov/24146093/
Reading and Story Telling workshop discusses the importance of reading to children and touches upon the importance of using age-appropriate books and materials.
Before the session starts
Materials Required:
Several books for each age group: birth to six months, 6-12 months, toddlers, and preschoolers
Good evening everyone. Tonight we are going to be talking about the importance of reading and story telling as well as discussing some strategies which can make reading and story telling part of your child’s life. My role tonight will be to facilitate the discussion, keep us on track, and record some of our thoughts. So let’s begin by introducing ourselves and explaining what brought us here tonight, and what we hope to get out of this workshop.
Icebreaker
(Prep: two books, four envelopes)
Divide the group in half. Provide each group with a storybook either for toddlers or preschoolers. Ask for two volunteers from each group. Provide each volunteer with an envelope containing one of the following statements:
Read this story with no enthusiasm, do not show the group the pictures, or answer any questions until the story is finished.
Read this story with excitement, show the group the pictures, and interact with the group to keep them interested in the book. You can change your voice for different characters in the book.
NOTE: Always have volunteer with envelope #1 read their story first.
Once the group has completed the task, ask the groups’ opinions about which version of the story they enjoyed more and why.
Agenda
Importance of reading and story telling
Age-appropriate books
Tips for reading and story telling
Oral story telling
Setting the stage for reading and story telling
Conclusion
View Slides 1-3
Large Group Discussion:
(Prep: flipchart paper and markers)
Do you get a chance to read to your child and how often? Why do you feel it is important to start reading and story telling to your children at a young age? (On flipchart paper list some ideas parents present, for example, reading promotes eye contact, introduces vocabulary etc.)
View Slides 4-6
Small Group Activity:
(Prep: Divide the group into 4, have books for 4 different age groups – birth to six months, 6 to 12 months, toddlers, and preschoolers)
Option One:
Give each group a different age category, have the group discuss why are the books provided appropriate for that particular age group?
Option Two:
Give each group a couple of books representing each age group, and have them discuss what books are appropriate for which age group and why?
Large Group Discussion:
Discuss findings found in smaller groups. Possible findings could include: texture of books, type of pictures, amount of text, colourfulness, grammar, and concepts.
View Slides 7-8
Large Group Discussion:
(Prep: flipchart and markers)
Discuss the well-known phrase that helps people remember that when reading with children it is important to “Say Less and Stress, Go Slow and Show”. Break up the phrase by highlighting the words on chart paper as demonstrated below. When describing each phrase ask the participants how they think it pertains to reading to children. Record participants’ answers. Give concrete examples for each part of the phrase by demonstrating with a well-known storybook. We have provided examples from Eric Carle “The Very Hungry Caterpillar”.
Say Less – depending on the age of your child, you don’t have to read a story exactly as written. Why? Shortening the story keeps the interest of your child.
For birth to 12 months – show each page and label one item on each page such as “caterpillar”, “apple”
Stress – animation is the key component. How your voice sounds, your facial expression and tone of voice helps bring a story alive, stress important words or phrases. Why? This helps bring a story to life.
For Toddlers – “he ate an apple”, “he was a BIG caterpillar”
Go Slow – children need time to process what they are receiving, through the pictures presented (for younger children) on the page or through the words at the bottom of the page (for older children). Why? Children need time to process what they are receiving.
For Toddlers – “cake” (pause), “ice cream” (pause), “pickle” etc.
Show – point to words and pictures to help your child identify the word with the picture. Why? This helps your child identify pictures and words.
For Preschoolers – read the entire story and point to the word that corresponds with the main picture on the page.
View Slides 9-10
Small Group Discussion:
(Prep: flipchart and markers)
In the same groups as before, have group members discuss a story that they remember from their childhood. Have one member of each group share their story with the larger group. Discuss “why do we remember oral stories?” (e.g., how the story was told, tone and expression, who told the story, etc.)
Note: When telling oral stories to children with special needs it might help to use lots of props, facial expressions, and voice animation to keep the children interested.
View Slides 11-13
Large Group Discussion:
(Prep: Start with a game of “I spy with my little eye something that is (colour)”, flipchart and markers)
Play the game “I Spy”, if you get a response from a participant continue on. If not, explain how the game is played (look around the room and label the object that fits the description. If the participant guesses correctly they now get a turn and begin with “I spy with my little eye something that is ____”)
“I Spy” is a great game to help teach your child concepts of colours, letters etc. When setting the stage for reading and story telling what are some activities your family does? (e.g., finding a cozy lap to snuggle on, just before bedtime). Write answers on flipchart.
Another great way to promote reading and story telling is to have your child help with the grocery list. The child can cut the pictures out of the flyer and later find the item in the store.
Your child can draw a picture and when telling you about it you can write corresponding words to go with the picture.
Review techniques of story telling from handout #1. Explain to parents the importance of having fun when reading with their children, and encouraging communication with their children. Also encourage children to explore their imagination by creating a picture from the words that they hear.
This concludes our workshop on Reading and Story Telling. Are there any questions about the material presented or any other questions? I would like to thank you for coming to the workshop this evening. We have a few hand-outs for you regarding “Types of Books by Age”, and “List of Children’s Books”. Please take a moment to complete our workshop evaluation form. Have a good evening.
