| In the first part of this two-part article, we | | | | remaining outside that boundary is inappropriate. |
| discussed, from my viewpoint as career educator | | | | We do not ignore their disobedience. We make |
| of more than 30 years, the fact that preschools | | | | obedience important. We reward it, and remove |
| and families are increasing stress on preschool | | | | the need for decision. |
| children. To clarify, we worked through a brief | | | | 3. Stress relief techniques for a preschool child |
| definition of preschool stress, and looked at the | | | | also establish control for the child when it comes |
| underlying reason for preschool stress. | | | | to expectations that children will get along with |
| Finally, we considered the basic requirement of | | | | one another. This expectation is not unrealistic or |
| preschool stress relief. We pick up at that point. | | | | burdensome. Preschool stress relief in this area |
| Basic Requirement of Preschool Stress Relief | | | | takes the form of instructing and showing that |
| Stress relief techniques for a preschool child must | | | | good things result from efforts to get along. If |
| be fashioned in accordance with the underlying | | | | we separate children who are unwilling to |
| reason for stress: the child's need for control. | | | | cooperate with one another, we add to the |
| Establish Boundaries | | | | stress, making it difficult for them to know what |
| Preschool stress relief depends on the | | | | to do. Our voices tell them they must get along, |
| establishment of boundaries. We must establish | | | | but separation rewards their failure to do so. |
| physical boundaries to keep a child safe physically. | | | | Give Responsibility |
| We must also establish emotional, mental, and | | | | Preschool stress relief gives children responsibility |
| spiritual boundaries to give the child safety. As | | | | for their actions. It does not blame refusal to stay |
| long as boundaries do not exist, or can be | | | | within boundaries on circumstances outside the |
| knocked down, children will experience stress in | | | | child. Life will always contain circumstances beyond |
| seeking them. Here are a few examples of | | | | their control. Preschool stress relief helps them |
| preschool stress relief in action. | | | | learn early that appropriate responses to stress |
| 1. At reading time, the physical boundary is the | | | | are based on boundaries, and their responsibility to |
| reading circle, reading rug, or whatever part of | | | | stay within the boundaries. |
| the room you designate. The child is to be there | | | | Stressful Crayons |
| and nowhere else. Doesn't this create preschool | | | | A good object lesson in preschool stress relief is |
| stress? No. It is strong preschool stress relief. | | | | to give children a coloring page and crayons. Talk |
| When children know clearly that only one location | | | | to them about how unhappy the crayons will be if |
| is acceptable, control is established for them. They | | | | they go outside the lines. Tell them the lines are |
| do not need to seek control by responding | | | | there to make it easier for the crayons. If they |
| inappropriately. They can relax. | | | | had to color a parrot (or whatever the picture) |
| Preschool stress relief requires us to teach | | | | without lines to guide them, it would be much |
| children these boundaries and help them | | | | harder. It would make the crayons feel anxious. |
| understand that they will be happy and safe within | | | | They could not be sure if they were doing it right. |
| them. They never have to test the boundary. We | | | | The lines make the crayons happy and relaxed. |
| help relieve stress. | | | | As the children color, explain that they are like |
| 2. When an adult gives a command or makes a | | | | crayons. They need lines. They need boundaries. |
| request, the mental and emotional boundary is | | | | As long as they stay inside life's lines, they will be |
| immediate and full compliance. Adults set the | | | | much happier. |
| boundary once, with no counting involved. The | | | | Conclusion |
| amount of time children wait to obey is the | | | | Preschool stress relief is not complicated. We |
| amount of time they are outside the boundary - | | | | should not make it so. Teachers and parents who |
| an unhappy place to be. | | | | focus on natural, common sense boundaries will |
| If we want to provide preschool stress relief for | | | | achieve a high level of preschool stress relief |
| children, we will be sure they understand that | | | | without struggle. |