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