ERIC Number: ED471911
Record Type: Non-Journal
Publication Date: 2002-Dec
Stress and Young Children. ERIC Digest.
Jewett, Jan; Peterson, Karen
Traditionally, stress has been defined in terms of its sourceinternal, such as hunger, pain, sensitivity to noise; and externalseparation from family, change in family composition, exposure to conflict or violence. Although the research literature tends to focus on the impact of single-variable stressors on children's development, in real-life situations, children experience stress from multiple sources. This Digest discusses how children experience and adapt to stress, and offers suggestions to teachers and parents on preventing and reducing children's stress. The Digest addresses the following questions: (1) "How vulnerable are young children to stress?"; (2) "How do children experience stress?"; (3) "How does stress manifest itself in children?"; and (4) "How do children adapt to stress?" The Digest concludes with suggestions for parents and teachers such as providing supportive environments where children can play out or use art materials to express their concerns; help children recognize, name, accept, and express their feelings appropriately; teach children relaxation techniques; and practice positive self-talk skills. (HTH)
Descriptors: Childhood Needs, Coping, Emotional Response, Stress Management, Stress Variables, Young Children
ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; email: email@example.com; Web site; http://ericeece.org. For full text: http://ericeece.org/pubs/digests.html.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.