| tion_start --> | | | | 2. Preschool stress, on the other hand, is the preschool |
| Many years ago, children from birth to four or five | | | | child's response to demands made upon him or her. If |
| years of age exercised natural preschool stress relief. | | | | the child willingly accepts the demands, a feeling of |
| Training in preschool stress relief was both unknown | | | | eustress takes over. Endorphins are released and the |
| and unnecessary. Stay at home mothers never | | | | child is cheerfully compliant. Preschool stress relief is |
| worried about trying to increase self-concept in their | | | | not needed for eustress. If the child rejects the |
| preschool children. They did not work to instill artificial | | | | demands, however, distress takes charge. Distress, the |
| coping skills and specialized anger management skills in | | | | fight-or-flight mechanism, releases adrenalin and the |
| pre-schoolers. Common sense dictated preschool | | | | child becomes combative or fearful, and non-compliant. |
| stress relief efforts. | | | | Distress does call for preschool stress relief. |
| In the twenty-first century, however, many who | | | | Underlying Reason for Preschool Stress |
| themselves mismanage stress are seeking stress | | | | The ultimate, underlying reason preschoolers |
| relief techniques for a preschool child or children. I have | | | | experience "distress" rather than "eustress" is their |
| been appalled, both as teacher and principal, to see the | | | | inner response to relinquishing control or having no one |
| negative, detrimental changes since I began my career. | | | | in control. |
| While we struggle to instill greater measures of | | | | Preschool children, like adults, want control in their lives. |
| preschool stress relief, we actually increase stress on | | | | They want and need boundaries. On the one hand, |
| young children. | | | | they don't want someone else controlling their lives. |
| From my viewpoint as career educator of more than | | | | They want to steer their own lives. The term "terrible |
| 30 years, I would like to address the issue briefly. What | | | | twos" originates in the preschooler's desire to be |
| are - or should be - appropriate preschool stress relief | | | | independent of outside control. On the other hand, they |
| techniques? | | | | want someone to exercise firm, loving control, and if |
| Defining Preschool Stress | | | | the adult does not do so, the child will attempt it. |
| Preschool stress is the response of a preschool child | | | | Basic Requirement of Preschool Stress Relief |
| to physical, mental, emotional, and spiritual demands | | | | Stress relief techniques for a preschool child must |
| made upon the child. When the response is positive, | | | | understand and build on the underlying reason for |
| the preschooler experiences eustress. When the | | | | stress if they are to succeed. Preschool stress relief |
| response is negative, the child experiences distress. | | | | must focus on the child's determination to exercise |
| Both are stress: "eustress" is beneficial, happy stress; | | | | control, or have firm control exercised over, all 4 areas |
| "distress" is unhealthy, miserable stress. | | | | of his or her own life: emotional, mental, physical, and |
| What Preschool Stress Is Not | | | | spiritual. |
| 1. Preschool stress is not the teacher's demand that | | | | Weeding Out Stressors |
| Sally come to the story circle and sit quietly. It is Sally's | | | | Preschool stress relief should not concentrate on |
| response to that demand. Preschool stress relief must | | | | wedding out stressors. The stressor is seldom at fault. |
| focus on the response. | | | | No matter how great, the stressor itself does not |
| 2. Preschool stress is not the teacher's demand that | | | | determine how the child responds to it. |
| Bobby try again to count to 20. It is Bobby's response | | | | It is an error to believe that any of the following 7 |
| to that demand. Preschool stress relief must focus on | | | | approaches (which I have witnessed often) will |
| the response. | | | | accomplish preschool stress relief. |
| 3. Preschool stress is not Mother's demand that Sasha | | | | 1. Adults give commands, and let children comply or |
| stop crying when left at preschool. It is Sasha's | | | | not, as they wish. |
| response to that demand. Preschool stress relief must | | | | 2. Adults let children roam the room at will. |
| focus on the response. | | | | 3. Adults let children refuse obedience until the count of |
| Preschool Stressors versus Preschool Stress | | | | 5, 10, etc. |
| The most prevalent error in attempts at preschool | | | | 4. Adults separate children who refuse to get along |
| stress relief is the confusion of stressors with stress. | | | | together. |
| 1. Preschool stressors, on the one hand, are always | | | | 5. Adults ignore misbehaving children, hoping desire for |
| present. They are an inescapable part of life. | | | | attention will win. |
| Preschool stressors themselves should never be | | | | 6. Adults classify misbehavior as stress behavior, and |
| viewed as the cause of stress. Stressors are simply | | | | permit it. |
| demands made upon the preschool child in one form | | | | 7. Adults teach preschool stress relief techniques that |
| or another: to cooperate; to learn; to share; to comply | | | | focus on relaxation, smiling, and deep breathing, but |
| with rules; to exercise self control; etc. | | | | neglect the root cause. |