Supporting Young Children in Stressful Environments

1. Young Children and Child Centered Spaces INEE Global Consultation 2009 Mary A. Moran, Ph.D. Christian Children’s Fund

2. Very Young Children Under Stress • may be very clingy with primary caregivers • may regress developmentally- especially in self help activities such as toilet training or feeding, or lose expressive language • may be more aggressive • may be more withdrawn • may have sleep problems or nightmares

3. Very Young Children Under Stress • may exhibit excessive crying • may exhibit little affect

4. Primary Caregivers Under Stress • may be less sensitive to the child’s cues • may be less responsive to the child’s expression • may be frustrated or irritated by increased caregiving demands at a time when there are other stresses • may be less emotionally available to the young child • may feel powerless- especially about safety

5. Young Children • Don’t accurately assess physical safety, but are attuned to psychological safety • Are very sensitive to and respond to the emotional state of their primary caregivers • Believe adults can control things, keep them safe

6. Options for Use of Child Centered Spaces • Choose to focus on a specific age group • Set times for children of different age groups with age and developmentally appropriate activities • Community discussions during times not set for children • Parenting education and support times

7. For Very Young Children • Encourage active caregiver involvement- times for caregivers to support each other in discussion as well as time for joint activity with their infants and toddlers • Focus on caregiver-child interaction- not assuming work with caregivers alone will suffice or caring for children to reduce caregiver stress will suffice

8. For Very Young Children Cont’d • Recognize the unique opportunities of feeding programs in accessing the very vulnerable and focusing on relationship activities • Encourage language such as singing, storytelling • Encourage interactive games and touch

9. As Children Enter the Preschool Age Range • Encourage caregiver involvement and caregiver-child interactive activities, but a greater number of solitary child-focused activities and time without caregivers become more appropriate • More imaginary activities can be a focus such as short dramas, but recognize the line between real and pretend can be very fuzzy for young children

10. Adaptations Necessary for Young Children • Smaller number of children per adult or youth leader • Working with and through caregivers in activities, planning and evaluation • Different cautions around safety of materials- size, etc. • Discussions with caregivers around discipline within the CCS

11. Adaptations Cont’d • Training of facilitators/animators must include development of very young children, working with caregivers, facilitating interaction • Care around choice of facilitators/animators regarding especially nonjudgmental approaches, capacity to work with different styles and encourage all

12. Adaptations Cont’d • Training around recognizing need for referral in nonverbal or preverbal children • Training regarding respect for child rearing differences within groups served and child protection • Vigilance about stability in facilitators/animators • Predictable routines