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The pressures of modern life are impacting on the amount and type of stress experienced by children in classrooms, early childhood centres and homes. More work and attention is required to identify a range of proactive strategies and lifelong skills that children can call on to help manage and alleviate stress.
Medication and counselling are common ways of managing stress, however a range of alternative therapies are also becoming increasingly popular – yoga, massage, walking, tai chi, deep breathing and meditation. Many of these practices, originating in Eastern cultures, are being developmentally modified and integrated into play-based programs, routines and curriculums to heighten the mind–body connection, promote positive wellbeing and empower children, as well as help them to develop skills to alleviate stress (Lawlor & Hopker, 2001; Thomas, 2002, 2003; Thomas and Lockwood, 2004).
Introducing stillness moments
Referred to by a variety of names including 'Stillness Moments' and 'Floating on Clouds' (Landy & Brown, 2008), this pedagogical approach encourages early childhood educators to integrate moments of stillness, as well as a range of developmentally appropriate movement experiences and relaxation strategies, into everyday curriculum.
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Stillness moments promote a range of experiences to calm busy minds and bodies, revolving around the elements of fun and creativity. They also encourage carers, educators and families to heighten their awareness and sensitivity to the emotional needs of children, while being proactive about creating nurturing environments and experiences.
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If structured thoughtfully, stillness moments should provide opportunities for children to be at peace and alleviate stress while developing a strong sense of identity and a healthy self-esteem. Educators that are skilled at integrating these moments through the day are reinforcing a range of lifelong learning skills, such as self and body awareness, persistence, valuing of self, and responsibility for one's own actions.
Stillness moments in early childhood
Try the following examples to gain inspiration in finding your own style for using stillness moments.
Finding your 'happy place'
Discuss with children places where they like to relax, feel at peace or where they are most happy (children feel most comfortable sharing this information when they feel relaxed and trust the class and teacher). You may wish to guide children on a visualisation journey and ask them about their 'happy place' during this journey.
When children are comfortable with the term 'happy place', it can then be used as a point of reference for when they are feeling upset, tense or anxious. As an extension of this, it is great to discuss with the class the possibility of creating a 'happy place' somewhere in the classroom. It can be explained that a 'happy place' (a little mat with a pillow in the corner of the room, or near a bookshelf) is a place they can visit when they are feeling frightened, sad, upset or just want some quiet time for themselves.
Quiet clay moments
Children love to manipulate, touch, squeeze, explore and communicate using clay. Creating an environment free from distractions is ideal for quiet clay moments. If children are finding it difficult to focus or are experiencing tension or stress, adults can draw children's attention to the properties of clay while encouraging children to just rub the clay through their fingers or use their forearms or even elbows for rolling the clay. Playing relaxation music in the background can also be soothing, and helps children become aware of the sensory experiences of clay. Even encouraging children to repeat 'roll, roll, roll, roll' while manipulating or making a ball with clay is an excellent strategy for bringing peace and calmness.
Celebrating stillness moments
Try some of these ideas for introducing stillness moments to young children:
- Play music that is calming and relaxing.
- Ensure the room is filled with natural light.
- Massage babies at nappy time, sleep time or while sitting and sharing a few moments with them (massage can be as simple as rubbing their feet or shoulders, or a light tickle on the cheek).
- Share a range of positive words and affirmations with young children using a calm and soothing voice.
- Dance to a range of music while nursing a young child. Allow the child to experience the wonderful sense of motion while they sway and whirl around.
- Encourage children to play with a range of different sensory materials such as flannelette, fur, towelling and feathers. Urge them to share words that describe the sounds and sensory feelings these materials evoke. This sensory stimulation is very calming and heightens their sense of awareness.
- In a quiet voice repeat a range of affirmations such as 'you are peaceful' or 'you are special' while slowly walking and nursing a child, or patting them to sleep.
- Lie down facing a young infant on the floor at eye level and copy their actions like they are looking at themselves in a mirror. Take your time and enjoy moving to their actions with some relaxation music playing in the background.
Create a special place where children can go when they seek a few moments of peace and solitude.
- In kindergarten, in between activities like aerobics or dancing to music, children can stop or freeze and do a tree pose or crouch like a tiger (yoga poses).
- In the Year 2 classroom, a story can transport a class to another part of the world using visualisation and meditation.
Although it is acknowledged that children will always experience a range of positive and negative stressors, teaching them the art of appreciating peacefulness allows them to proactively manage stress while learning to recognise the difference between tension and peace.
Alice Brown
Faculty of Education
University of South Queensland
browna@usq.edu.au
References
Brown, A. (2007, 6 October). Alleviating stress with movement with children. Paper presented at the International Conference of Toddler Kindy GymbaROO, Melbourne.
Collaborative for Academic, Social and Emotional Learning (CASEL) (2006). Sustainable schoolwide Social and Emotional
Learning (SEL) implementation guide. Chicago: University of Illinois.
Landy, J., & Brown, A. (2008). Kids with more zip. Perth: Family Health Publications.
Lawlor, D. A., & Hopker, S. W. (2001). The effectiveness of exercise as an intervention in the management of depression: Systematic review and meta-regression analysis of randomised controlled trials. BMJ, 322(7289), 763-767.
Thomas, P. (2002). The magic of relaxation: Tai Chi and visualisation exercises for young children. Sydney: Pademelon Press.
Thomas, P. (2003). The power of relaxation. St Paul, Minnesota: Redleaf Press.
Thomas, P., & Lockwood, V. (2003). Learning to relax for peace and wellbeing. Reflections (12), 11–12.
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Alice Brown is the author of Kids with more zip – a holistic, practical resource for educators and carers to provide long-term health and movement experiences for children aged 3–12. It is available from Early Childhood Australia. To order, or to find out more, visit www.earlychildhoodaustralia.org.au/sund314 or freecall 1800 356 900.
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Every Child magazine – vol. 14 no. 3, 2008, pp. 32–33
Don't forget, Every Child is tax deductible for early childhood professionals
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