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ERIC Number: EJ1410007
Record Type: Journal
Publication Date: 2023
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1068-6177
EISSN: N/A
Children Coping with Stress in the Early Childhood Classroom
Michelle Grantham-Caston; Jeannete Bankston
Dimensions of Early Childhood, v51 n3 p11-13 2023
The early years of a child's life are a crucial time for brain development and stress can play a critical role in compromising its development (Zadina, 2014; Zull, 2011). Fink (2019) explains physical and mental stress as being characterized by heightened excitability and arousal, perceived adverse situation, and lack of control. This normal, adaptive, physiological response is a reaction to a perceived threat. Children can experience stress because of peer conflicts, familial conflict, changes and transitions such as new siblings or moving, extreme conditions such as hunger, being very cold, being ill for a long period, abuse, war, consumption of drugs and alcohol and academic pressure (Feldman, 2019; Nijboer, 2007; Statman- Weil, 2015). Teachers have the opportunity to construct trauma sensitive classrooms and safe spaces that guide children in the development of self-regulation and coping strategies to mediate the negative effects of stress.
Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: www.seca.info/dimensions
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A