# data[].attributes.headline
Parent Resource - Child-Friendly Resources for Military Families

# data[].attributes.subject
Parent Resource - Child-Friendly Resources for Military Families

# data[].attributes.body
Military life might have its ups and downs, but Sesame Workshop is here for families who serve throughout their journey, whether families are facing deployment, caregiving, exiting the military, or even grief. Of caregivers using When Families Grieve materials, 83% said they “have more appropriate language to discuss death with my child.”

# data[].attributes.attachment_link.readable_text
Skip to content

In 2006, when military deployments were at record levels, Sesame Street reported for duty with a multimedia initiative to equip families with child-friendly tools to tackle the unique challenges of military life.

From deployments and homecomings to grief and loss, our Sesame Street for Military Families library includes bilingual videos, storybooks, and activities and expands as the needs of military families evolve, addressing effects of the pandemic, emotional well-being, the challenges of caregiving, and more.

Said our materials helped their child cope with an injured family member

Supporting Families Who Serve

Military life might have its ups and downs, but Sesame Workshop is here for families who serve throughout their journey, whether families are facing deployment, caregiving, exiting the military, or even grief. Of caregivers using When Families Grieve materials, 83% said they "have more appropriate language to discuss death with my child."

Of our resource kits have landed in military households

Learn more about the more than 25 partners who support our initiatives for military families and caregivers.

We'd Love to Keep You Updated on the Workshop

# data[].attributes.attachment_link.title
Child-Friendly Resources for Military Families - Sesame Workshop storymy Days

# data[].attributes.attachment_link.description
Find free child-friendly resources to help military kids and their families cope with change, face the unique challenges of military life, and thrive.

# data[].attributes.body
The Veterans Art Project (VETART) is a community based arts organization serving Veterans, Active Duty, Spouses, dependents, their caregivers, and the community through process-driven, Deep Arts Engagement, D.A.E.(c) and Art Therapy.  Providing a process-intensive arts encounter proven to help Veterans and Active Duty (some with post-traumatic stress, TBI, and MST) find their voice and work through the life-changing process of transitioning from military to civilian life.

# data[].attributes.attachment_link.description
​ Resources in Response to the War on Ukraine The recent attack on Ukraine has impacted many families in the United States, especially our military and veteran families and those who have family…

# data[].attributes.headline
Parent Resource - How to Cope With a Traumatic Event

# data[].attributes.subject
Parent Resource - How to Cope With a Traumatic Event

# data[].attributes.body
A violent act, catastrophic accident, or sudden loss can leave you feeling anxious and fearful, which are normal reactions. But if anxiety and fears are taking over your or a loved one’s life, you may want to consider professional help.Reminders and events can trigger post-traumatic stress disorder, bringing back painful memories and emotions for months or even years after the trauma. Tragic events reach us in different ways, sometimes in close proximity but also through exposure to news and social media.

# data[].attributes.headline
Teacher Resource - Supporting Behavioral Health in Military Families

# data[].attributes.subject
Teacher Resource - Supporting Behavioral Health in Military Families

# data[].attributes.body
Military families may experience unique behavioral health concerns due to stressors such as deployment, relocation, injury, and exposure to combat while deployed, which can lead to mental and physical injuries and trauma. The stressors and experiences of military life and deployment can affect a family in areas such as readjustment before and after a deployment, handling finances, parenting, and coping with long separations under life and death circumstances. The following resources provide information to help support the mental and behavioral health of military children and their families.

# data[].attributes.attachment_link.readable_text
Military families may experience unique behavioral health concerns due to stressors such as deployment, relocation, injury, and exposure to combat while deployed, which can lead to mental and physical injuries and trauma. The stressors and experiences of military life and deployment can affect a family in areas such as readjustment before and after a deployment, handling finances, parenting, and coping with long separations under life and death circumstances. The following resources provide information to help support the mental and behavioral health of military children and their families.

Military and Veterans Families and Children
National Child Traumatic Stress Network (2014)
Provides resources to assist military family members and their health-care and service providers.

Publications and Resources on Veterans and Military Families
Substance Abuse and Mental Health Services Administration (2016)
Connects to publications, evidence-based practice, national strategies, and training resources related to the mental and physical health of combat veterans and their families.

Spouses and Children of U.S. Military Personnel: Substance Use and Mental Health Profile From the 2015 National Survey on Drug Use and Health (PDF - 594 KB)
Lipari, Forsyth, Bose, Kroutil, & Lane (2016)
National Survey on Drug Use and Health Data Review
Examines the incidence and ramifications of substance use and mental health issues in military families.

Veterans and Active Duty
National Alliance on Mental Illness (2018)
References resources and partnerships dedicated to mental health policy, education, advocacy, and other initiatives that are specific to active duty military and veterans with mental health concerns and their families.

# data[].attributes.attachment_link.title
Supporting Behavioral Health in Military Families

# data[].attributes.attachment_link.description
Military families may experience unique behavioral health concerns due to stressors such as deployment, relocation, injury, and exposure to combat while deployed, which can lead to mental and physical injuries and trauma. The stressors and experiences of military life and deployment can affect a family in areas such as readjustment before and after a deployment, handling finances, parenting, and coping with long separations under life and death circumstances.

# data[].attributes.headline
Family Resource - Military Families Resource Center

# data[].attributes.subject
Family Resource - Military Families Resource Center

# data[].attributes.body
As a result of duty assignments, members of the military are often separated from their families for lengthy periods of time. A family that loses the active presence of a parent through separation faces significant challenges and stress.

During the parent's deployment, family members may feel isolated, unsupported and anxious. Some families must also deal with the trauma of having a parent seriously injured or killed. Families who have little or no contact with extended family and/or the military community may be especially vulnerable to stress.

Children who have one or both parents enlisted are perhaps most impacted by the reintegration of the mother, father or both into the family. The health and well-being of the parent or parents, and knowing how to handle reintegration in a healthy way, are crucial to the mental health of children and adolescents.

# data[].attributes.attachment_link.readable_text
About

Global conflict and unrest have led to the deployment of large numbers of military personnel (active duty, Reserves, National Guard). As a result of duty assignments, members of the military are often separated from their families for lengthy periods of time. A family that loses the active presence of a parent through separation faces significant challenges and stress.

During the parent's deployment, family members may feel isolated, unsupported and anxious. Some families must also deal with the trauma of having a parent seriously injured or killed. Families who have little or no contact with extended family and/or the military community may be especially vulnerable to stress.

Children who have one or both parents enlisted are perhaps most impacted by the reintegration of the mother, father or both into the family. The health and well-being of the parent or parents, and knowing how to handle reintegration in a healthy way, are crucial to the mental health of children and adolescents.
Choose a topic:
Frequently Asked Questions

1. How should I talk to my children about an upcoming deployment?

2. What other steps can a family take to prepare for the deployment of a parent?

3. What should the adult at home do about children's exposure to media reports when a parent is in a war zone?

4. What are common reactions of children to a parent's deployment?

5. What should a family do to prepare for reunion after a deployment?

6. What are common needs and feelings of family members after a deployment?

Facts for Families

AACAP's Facts for Families provide concise up-to-date information on issues that affect children, teenagers, and their families.

Clinical Resources

Information about Choices in Psychotherapy Treatment
Children in military families may need to meet with a qualified mental health professional. Mental health treatments for children come in the form of psychotherapy and medication treatment. Both are important elements of a comprehensive treatment plan. Your clinician can help you and your family make decisions about which treatments are appropriate for your child.

To learn more about the types of psychotherapy that are available to help children and adolescents with mental illness, click here.

Information about Choices in Medication
Parents who have a child or adolescent with mental health condition are often left facing difficult decisions regarding medication.

To learn more about how psychiatric medication is used to treat children and adolescents, click here.

To learn more about the types of psychiatric medication that are available to treat children and adolescents with mental health disorder, click here.

Additional Resources

Getting Help

Getting help is the most important thing that parents can do for children and adolescents with a mental health concern. It is important to find a comfortable match between your child, your family, and the mental health professional.

A child and adolescent psychiatrist is a physician who specializes in the diagnosis and treatment of mental health disorders that affect children and adolescents. Child and adolescent psychiatrists have completed four years of medical school, and at least three years of residency training in medicine, neurology, or general psychiatry with adults, and two years of additional training in psychiatric work with children and adolescents.

Click here to find a child and adolescent psychiatrist in your area.

To learn about accessing child and adolescent psychiatrists and other mental health professionals, please read Where to Find Help for Your Child.

Often times, parents are unsure when to seek a referral to a child and adolescent psychiatrist. For more information on when to seek a referral, please click here.

Related Websites

# data[].attributes.attachment_link.description
Members of the military are often separated from their families for long periods of time. A family that loses the active presence of a parent through separation faces significant challenges and stress.

# data[].attributes.headline
Family/Teacher Resource - Trauma Faced by Children of Military Families

# data[].attributes.subject
Family/Teacher Resource - Trauma Faced by Children of Military Families

# data[].attributes.body
After nearly a decade of war, a growing area of research shows the negative impact on children, youth and families of U.S. military personnel. Children of military families often experience multiple stressors before and during their parent’s deployment and when they come home. Without appropriate mental health support systems, children of military personnel may be at a significant disadvantage compared with their peers in non-military families.

# data[].attributes.attachment_link.title
Trauma Faced by Children of Military Families: What Every Policymaker Should Know – NCCP

# data[].attributes.attachment_link.description
Active duty military personnel and National Guard and reservists experience multiple deployments as a result of the conflicts that comprise the War on Terror. A large body of research has accumulated on the behavioral health problems faced by military personnel as a result of these conflicts. After…

# data[].attributes.body
Anything that you could possibly need can be found in this PDF. It's the same one that I have at my desk to give information to families.

# data[].attributes.body
TRUST is a community action organization dedicated to creating safe, stable, nurturing environments and relationships for children and families. We focus on education and awareness of the effects of Adverse Childhood Experiences (ACE’s) and toxic stress and the importance of promoting resilience through protective factors. Building a compassionate and supportive network creates the opportunity for community collaboration and wellness advancement.

# data[].attributes.attachment_link.readable_text
of Wexford & Missaukee Counties

TRUST is a community action organization dedicated to creating safe, stable, nurturing environments and relationships for children and families. We focus on education and awareness of the effects of Adverse Childhood Experiences (ACE's) and toxic stress and the importance of promoting resilience through protective factors. Building a compassionate and supportive network creates the opportunity for community collaboration and wellness advancement.

# data[].attributes.attachment_link.description
Trauma & Resilience Unified Support Team of Wexford & Missaukee Counties. We are dedicated to creating safe, stable, nurturing environments and relationships for children and families.

# data[].attributes.body
Friendship Kit Ideas

Blocks in a Box (take turns adding a block to a tower or structure)

Friendship Bracelets (each make a bracelet to give to the other, could also practice giving compliments “You did a great job making my bracelet”)

Feelings Charades (take turns acting out an emotion for the other to name)

Felt Stories (practice offering play ideas, teamwork, sharing materials)

Puzzles (teamwork, taking turns putting in pieces)

Color Together w/one paper (practice offering ideas, teamwork, sharing materials)

What’s Missing-items on a tray, one student takes an item away and friend guesses what’s missing (taking turns)

Legos (practice offering play ideas, teamwork, sharing materials)

Popsicle Sticks (practice offering play ideas)

Clothes Pins (practice offering play ideas)

Any loose parts (practice offering play ideas)

Puppets/Finger Puppets (practice offering play ideas, teamwork, sharing materials)

Tic Tac Toe/Connect 4/other simple games (taking turns)

Name Writing

Two Popular Toys and a Timer (practice taking turns)

Around the Classroom Scavenger Hunt (teamwork)

Handheld Mirror-take turns looking at themselves and saying something nice about themselves, then other child says something nice about them (giving compliments, having confidence)

# data[].attributes.body
Executive functioning skills comprise abilities as basic as self-control, memory, self-awareness, reasoning, problem solving and more. In earlier articles in this series, we’ve explored what executive function is, stressed how it can predict academic success, and detailed developmental activities for babies and toddlers that will build executive function skills. This installment focuses on executive function in preschool kids (i.e., children aged 3 to 5) and activities that can help build their executive function skills.

# data[].attributes.headline
Teacher Resource - CLASS Observation Tool

# data[].attributes.subject
Teacher Resource - CLASS Observation Tool

# data[].attributes.body
What is CLASS®: Pre-K and what does it measure?

The Classroom Assessment Scoring System (CLASS®) is an observation instrument that assesses the quality of teacher-child interactions in center-based preschool classrooms. CLASS® includes three domains or categories of teacher-child interactions that support children's learning and development: Emotional Support, Classroom Organization, and Instructional Support. Within each domain are dimensions that capture more specific details about teachers' interactions with children.

# data[].attributes.headline
Teacher Resource - Getting Your Attention

# data[].attributes.subject
Teacher Resource - Getting Your Attention

# data[].attributes.body
Behavior is meaningful and communicates a message. If a child does not have an appropriate way to communicate, he will often use challenging behavior (e.g., hitting, screaming, whining) to communicate his needs. If his needs are then met, the behavior is reinforced and he will continue to use the challenging behavior to communicate. When parents teach their child how to appropriately get attention, the child will be less likely use the challenging behavior to communicate.

# data[].attributes.body
The more a child can predict and participate in the schedule and activities of her day, the less likely it is that challenging behavior will occur and the more likely it is that she will eagerly engage in transitions to new people and places. Taking the time and making the effort to teach her what to expect, when it will happen, and what happens before the transition occurs can be a rewarding experience. Most importantly, it is also an opportunity for quality time that can help lead to smoother transitions.

# data[].attributes.headline
Teacher Resource - 7 Essential Life Skills 

# data[].attributes.subject
Teacher Resource - 7 Essential Life Skills 

# data[].attributes.body
Research has shown that these essential life skills can be taught and improved with support and practice, even with young children. It is never too early—or too late—to promote them. Think of these abilities as muscles: the more we work on them, the stronger they become. And this is just as true for adults as it is for children. What strategies can you use to practice and improve focus and self control? Take time to reflect on the role of this life skill in your own life, as well as on its importance in the lives of children

# data[].attributes.attachment_link.title
Good Guidance_ The 7 Essential Life Skills _ NAEYC (1)

# data[].attributes.headline
Parent Resource - I Am Grateful To Be Adopted—and Yet, Adoption Is Still Traumatic

# data[].attributes.subject
Parent Resource - I Am Grateful To Be Adopted—and Yet, Adoption Is Still Traumatic

# data[].attributes.body
Adoption narratives, like many other things on social media, paint things much more black and white than they actually are for many people. Anti-adoption advocates paint adoption as akin to human trafficking; adoptive parents and adoptee advocates paint adoption like it’s a fairy tale with a happy-ever-after ending.

But what if it’s somewhere in between?

# data[].attributes.attachment_link.readable_text
In the middle of a blizzard, my birthmother handed me over to my adoptive parents outside a hospital in suburban New Jersey, three days after I was born.

As I grew older, we moved into progressively larger houses, my Christmas presents were more costly, and the private university I attended expensive.

My parents remained married, and there was never any kind of neglect.(If anything, as a child of the helicopter-parenting generation and an Italian-American mother who didn't work, I wanted less attention... but that's another essay.)

My life was so peaceable growing up that being adopted was the only adversity I could think of to write my college essay about. This is fairly common for many adoptees-adoption isn't cheap, so many adoptees go to families of privilege.

I didn't suffer any major traumas within my adoptive family, or in general growing up.

And yet, I have dealt with severe depression, and my psychiatrist monitors me for signs of bipolar because of genetic susceptibility combined with that attachment trauma. I've been in inpatient treatment for six weeks, I've attempted suicide twice (adoptees are four times as likely to attempt suicide as non-adoptees and deal with mental health issues at a higher rate than non-adoptees). I receive monthly ketamine infusions for my treatment-resistant depression.

Adoption, it would seem, treated me well. Loving parents who cared for me the best they knew how, never wanting for love or anything material.

It's Not Black and White

Adoption narratives, like many other things on social media, paint things much more black and white than they actually are for many people. Anti-adoption advocates paint adoption as akin to human trafficking; adoptive parents and adoptee advocates paint adoption like it's a fairy tale with a happy-ever-after ending.

But what if it's somewhere in between?

Growing up hashtag blessed doesn't erase the trauma of being removed from my birthmother almost immediately after birth. I didn't understand this until I was older, but our body stores trauma.

I've always thought the inner child stuff was a little woo-woo for me, but there is an infant Theodora inside of me who didn't have words for the trauma of being given up immediately after entering this world. She has been fighting for her life to get her needs met and be heard-and trying to kill me when they couldn't be met.

She is responsible for the chaos that is my irritable bowel syndrome, the squeezing of my head with the chronic tension headaches I have. My head frequently aches under the pressure I feel to prove that I'm not abandonable. The premenstrual dysphoric disorder (PMDD), as my reproductive system, my own womb, creates a violent storm through my severe mood swings and cramps.

Anti-adoption advocates paint adoption as akin to human trafficking; adoptive parents and adoptee advocates paint adoption like it's a fairy tale with its happy-ever-after ending. But what if it's somewhere in between?

I startle easily, too, such as jumping when I receive a phone call, even one I am expecting. I always attributed this to my undying devotion for coffee, but I recently learned this is hypervigilance, something I only ever associated with PTSD from, well, anything but adoption.

But if you've had that attachment severed at birth, isn't it natural that you would always be on high alert, nervous of the next rejection?

My therapist says I go searching, and she's right. I've been probing for the reasons why adoption affects me so much-when I know them biologically and intellectually, really-rather than looking at how it affects me. There's not some big secret trauma I'm missing. There's not one particular reason that validates my pain.

Intellectually, I do know and believe that my birthmother made the right decision for both me and herself. She was in college and wanted to finish undergrad and go to grad school, and having a kid just wasn't in her plans-plus I know she was struggling, too, with her mental health, with substance use, with her own trauma.

But if you've had that attachment severed at birth, isn't it natural that you would always be on high alert, nervous of the next rejection?

But I see myself literally curled up in the fetal position, isolating, all while clamoring for love, for touch, for attachment. It's both never enough, and I freeze up, already anticipating it leaving.

I once did a walk-and-talk session with my therapist, and towards the end, I froze in panic, unable to take another step. I didn't know why I was suddenly so anxious and she floated that maybe I was anxious because she was about to leave me. Indignant, I said, "Um, no, I'm OK with you leaving." I mean, I'm an adult, and now a therapist myself! I know a therapy session ends after 50 minutes. I know I will see her next week.

My conscious was OK with her leaving. My unconscious was desperately hanging on to this woman with whom I have such a deep connection, like when my umbilical cord was severed, and with it, I became disconnected from my birthmother for life.

Nurture Versus Nature

Privilege doesn't negate not knowing where you came from or erase that always-wondering what's nurture and what's nature -something you've probably never thought about if you're not adopted.

The women on my mom's side of the family all have self-described "bad feet." They are prone to bunions, to corns, to myriad ailments of the feet. I remember looking on, envious, in a way that I didn't fit in there.

Or my heritage. Raised Italian and Irish, but biologically Swedish. I feel like a fraud when I say I'm Italian, with my blonde hair and green eyes; I feel like an impostor when I say I'm Swedish because I know so little about that heritage. (I know these are privileges, too. Not only am I the same race as my adoptive parents, but I look so much like them, weirdly, that people are incredulous when they find out I was adopted.)

My conscious was OK with her leaving. My unconscious was desperately hanging on to this woman with whom I have such a deep connection...

I've never felt as much a part of the fabric, rather than the seams, on the edges, as when I visited Stockholm, where I was conceived. Even though I was only there for 18 hours and had never been there before, I felt a part of it, rather than looking at it from the outside.

My parents once briefly thought about sending me to Catholic school, and I sat in on a half day of school there once. I understood what the classes were about, I looked like the other kids, I was able to converse with them...and yet I wasn't actually a part of the class. I've spent much of my life feeling like that-that I was sitting there going through the motions but I wasn't actually a part of anything.

I don't fault my adoptive parents or family for anything they did, because we all do the best we can with what we know at the time, right? But with that said, I'm learning there can still be profound effects-without additional trauma-of some of the usual adoption narrative.

Telling an adoptee that you "don't think of them as adopted" is a knife that cuts both ways. It's meant to be an olive branch, but it also discounts that it is my reality, that I was separated at birth from the woman with whom I share DNA who carried me for nine months. It invalidates the reality of the complexity of all those feelings bubbling up just below the surface, pushing them down until that soda bottle bursts, spilling out years of repressed emotions.

It wasn't until I started regular therapy at the age of 30 that anyone genuinely and earnestly asked me what it was like to be adopted, beyond a voyeuristic way. It's taken me years to put into words those primal feelings of rejection that live in my gut and show up in so many ways in fear of abandonment, in relationships both platonic and romantic.

In 2017, my adoptive mother died, and it destroyed me. My closest attachment and connection in the world, yanked away from me. She was my ambassador to our family. Sometimes that was her playing puppeteer, as I'd come to understand more after she died, but mostly, it was her helping me maintain the relationships with the rest of the family.

Telling an adoptee that you 'don't think of them as adopted' is a knife that cuts both ways. It's meant to be an olive branch, but it also discounts that it is my reality, that I was separated at birth from the woman with whom I share DNA, who carried me for nine months.

When she died, it was like I was marooned just outside the family but couldn't get back inside. Especially since losing her, I so deeply envy the women my age who are part of multigenerational biological families-their own mothers, their own daughters/children. I know their lives aren't perfect, but I see those deep ties, whereas I feel alone.

It wasn't until I started a graduate program in clinical psychology to become a therapist that I really felt validated in my feelings about adoption-and that I felt permission to feel things beyond being grateful for the life my adoptive parents gave me (which I also am!). Though my views are less extreme than the anti-adoption narratives, I appreciate seeing them to give me words for the feelings I've repressed for so long for fear that they might destroy me if I gave air to them.

Eventually, I learned that I'd been leaving myself my entire life, the way my birth mother had left me so long ago. If I never showed my full true self or even stayed with it on my own, I'd never be abandoned again.

Our bodies and brains yearn for homeostasis and the familiar. If abandonment is what you know, it becomes "comfortable," and self-abandonment is something you can "control."

If trauma changes the way we are wired, then perhaps my wires got crossed at birth, or even pre-birth. Maybe my nurture did save me from my nature, from avoiding some of the things my birthparents had to deal with that surely would have destroyed me.

If trauma changes the way we are wired, then perhaps my wires got crossed at birth, or even pre-birth. Maybe my nurture did save me from my nature, from avoiding some of the things my birthparents had to deal with that surely would have destroyed me.

Or surely I'd still have issues of a different kind if I'd either been raised by my birthparents or birthed by my adoptive parents.

Either way, these adults made decisions-some that gave me the canvas, some that gave me the paintbrushes and paint. It's up to me to take those tools from them and paint my own life.

# data[].attributes.attachment_link.title
I Am Grateful To Be Adopted-and Yet, Adoption Is Still Traumatic

# data[].attributes.attachment_link.description
Adoption narratives, like many other things on social media, paint things much more black and white than they actually are for many people. But what if it's somewhere in between?

# data[].attributes.headline
Teacher/Parent Resource - Adoption Trauma And What It Can Look Like

# data[].attributes.subject
Teacher/Parent Resource - Adoption Trauma And What It Can Look Like

# data[].attributes.body
Adoption trauma refers to the negative effects that can occur as part of the adoption process. This can include the effects of early separation from biological parents, problems with attachment and bonding, grief, or the lack of stability that comes with multiple placements.

# data[].attributes.attachment_link.description
Adoption trauma can affect a person in multiple ways regardless of their experience or age. Learn how to recognize the symptoms and seek appropriate treatment for mental health concerns related to adoption trauma.

# data[].attributes.body
Children in foster care have experienced trauma from past abuse and neglect, and placement moves likely add trauma. Many have medical conditions, developmental disabilities, and behavior problems that require extra care.

# data[].attributes.attachment_link.provider_name
Michigan Medically Fragile in Foster Care -

# data[].attributes.attachment_link.title
Additional Resources - Michigan Medically Fragile in Foster Care

# data[].attributes.attachment_link.description
ADDITIONAL RESOURCES National Organizations American Academy of Pediatrics: www.healthychildren.org American Academy of Child and Adolescent Psychiatry: www.aacap.org National Center for Child Traumatic Stress: www.nctsn.org Michigan Organizations Fostering Mental Health: www.michigan.gov/fosteringmentalhealth Building Michigan’s Trauma-Informed System for Children and their Families: www.michigan.gov/traumatoxicstress Michigan Autism Program: www.michigan.gov/autism Disability Resources https://www.michigan.gov/disabilityresources/ Michigan Alliance for Families https://www.michiganallianceforfamilies.org/ Independent Support/ Advocacy

# data[].attributes.body
Our local region is region 3

Region 3
Service Provided by: Bethany Christian Services
Mahrah Jensen
231-924-3390
mjensen@bethany.org
www.postadoptionrc.org

The centers provide individuals under the age of 21, who were adopted from Michigan's foster care system or who were adopted in Michigan through an international adoption or direct consent/direct placement adoption and their families with support, education, training, advocacy, information, service coordination and case management services. Services are also available to children under the age of 18 who were placed in guardianship from Michigan's foster care system and who are eligible for Michigan's guardianship assistance program.

# data[].attributes.attachment_link.readable_text
Our post adoption resource centers are here to support you through the life-long journey of adoption. The centers provide individuals under the age of 21, who were adopted from Michigan's foster care system or who were adopted in Michigan through an international adoption or direct consent/direct placement adoption and their families with support, education, training, advocacy, information, service coordination and case management services. Services are also available to children under the age of 18 who were placed in guardianship from Michigan's foster care system and who are eligible for Michigan's guardianship assistance program.

If your adoption is final, contact a center in your area to learn more about the resources and support available to you and your family.

Find Support in Your Area

Our partners have created websites for the eight post adoption resource centers located throughout the state. Check out their sites to learn more:

# data[].attributes.headline
Parent Resource - Pre+Post Adoption Support

# data[].attributes.subject
Parent Resource - Pre+Post Adoption Support

# data[].attributes.body
Many children who have been impacted by adoption and/or foster care have experienced abuse, trauma, neglect, and early attachment injuries. In order to continue to restore hope and promote healing, we work to provide adoption and foster care support through practical teaching and resources to equip parents, churches, and professionals in this journey.

# data[].attributes.attachment_link.description
We work to provide pre and post adoption support and resources to equip parents, churches, and professionals in this journey.

# data[].attributes.body
Looking for even more information about adoption? We’ve got you covered. We compiled some of our favorite websites, books, blogs and organizations — sorted by topic — to help you navigate your adoption journey. Consider it an extension of the Adoption Support Alliance community — friends of friends who are here for you, no matter what you need.

# data[].attributes.attachment_link.readable_text
Looking for even more information about adoption? We've got you covered. We compiled some of our favorite websites, books, blogs and organizations - sorted by topic - to help you navigate your adoption journey. Consider it an extension of the Adoption Support Alliance community - friends of friends who are here for you, no matter what you need.

​

*Note that any purchases made through this Amazon affiliate links will directly impact the services we offer at ASA. We appreciate your support!

Adoption-Competent Therapists

Adoption from Foster Care

Adoption from Foster Care

International Adoption

Transracial Adoption

Online Resources

Books

Extended Famiy Members and Friends

Extended Family Members & Friends

Children's Books

# data[].attributes.attachment_link.description
Looking for even more information about adoption? We've got you covered. We compiled some of our favorite websites, books, blogs and organizations - sorted by topic - to help you navigate your adoption journey. Consider it an extension of the Adoption Support Alliance community - friends of friends who are here for you, no matter what you need.

# data[].attributes.headline
Resources on Trauma for Caregivers and Families

# data[].attributes.subject
Resources on Trauma for Caregivers and Families

# data[].attributes.body
Many children in the child welfare system have experienced complex trauma. Complex trauma occurs when children are exposed to multiple traumatic events over time that are severe, pervasive, and interpersonal in nature, such as repeated abuse and neglect, and cause long-term harmful consequences (National Child Traumatic Stress Network. Complex trauma may interfere with a child's ability to form secure attachments to caregivers and many other aspects of healthy physical and mental development. In this section, find resources to help support children in your care who have experienced complex trauma, including specific trainings.

# data[].attributes.attachment_link.readable_text
Many children in the child welfare system have experienced complex trauma. Complex trauma occurs when children are exposed to multiple traumatic events over time that are severe, pervasive, and interpersonal in nature, such as repeated abuse and neglect, and cause long-term harmful consequences ( National Child Traumatic Stress Network [PDF - 87 KB]). Complex trauma may interfere with a child's ability to form secure attachments to caregivers and many other aspects of healthy physical and mental development. In this section, find resources to help support children in your care who have experienced complex trauma, including specific trainings.

Parenting Children and Youth Who Have Experienced Abuse or Neglect

Traumatic Experiences
Sesame Street in Communities
Provides activities and resources designed to help child welfare professionals and parents help children address and heal prior traumatic experiences. There are also resources specific to children in foster care.

Training

Trauma-Free World
Provides trauma-informed care training for people who interact with children frequently, from foster parents to school personnel. The trainings are provided in multiple languages and continuing education units are available. A cost is associated with purchasing or attending a training.

# data[].attributes.attachment_link.title
Resources on Trauma for Caregivers and Families

# data[].attributes.attachment_link.description
Find resources to help caregivers and families support children in their care who have experienced trauma, including information on traumatic grief and specific trainings.

# data[].attributes.headline
Teacher Resource - Medical Trauma Defined

# data[].attributes.subject
Teacher Resource - Medical Trauma Defined

# data[].attributes.body
Medical trauma is defined as a set of psychological and physiological responses to pain, injury, serious illness, medical procedures and frightening treatment experiences.¹

Medical trauma can be viewed as an acute onset of a disrupted physiological system in which the ongoing threat is internal (i.e., the body) and may be long-term or permanent (e.g., cancer treatment). This differs from an external trauma (e.g., car accident) where once the event ends, the external threat ends.

# data[].attributes.attachment_link.description
ISTSS seeks to contribute to the health and resilience of people and communities in the face of traumatic events by providing the very best educational materials possible.

# data[].attributes.headline
Parent Resource - Pediatric Traumatic Stress

# data[].attributes.subject
Parent Resource - Pediatric Traumatic Stress

# data[].attributes.body
Assessments

STEPP – Screening Tool for Early Predictors of Post-Traumatic Stress Disorder (PTSD) (Emergency Medicine / Pediatric Injury)

ASC-Kids - Acute Stress Checklist for Children (Pediatric Injury / Acute Medical Event)

PAT 2.0 – Psychosocial Assessment Tool (Oncology / Pediatric Illness)

Interventions

SPC – Stepped Preventive Care (Injury)

SCCIP-ND – Surviving Cancer Competently Intervention Program for Parents of Children Newly Diagnosed with Cancer (Illness)

SCCIP – Surviving Cancer Competently Intervention Program for Adolescent Survivors of Pediatric Cancer and their Families (Illness)

# data[].attributes.attachment_link.description
Learn about pediatric traumatic stress including how its symptoms and how it’s diagnosed at the Center for Pediatric Traumatic Stress.

# data[].attributes.headline
Teacher Resource - Illness affects Whole Family

# data[].attributes.subject
Teacher Resource - Illness affects Whole Family

# data[].attributes.body
Injury or illness can affect the whole family. When a child experiences injury or illness, siblings may be sad, worried, frightened, or even angry.

It’s hard for parents to meet everyone’s needs at the same time.

Siblings will need time to adjust to their brother/sister’s medical needs and treatment. Most siblings react in very positive ways and often describe feeling glad they’re able to help. But some will also have trouble adjusting. They will miss you and may not understand what happened to their brother/sister. They might want to help out, but not know what to do. They might also feel angry, jealous or even guilty and aren’t sure if that’s okay.

# data[].attributes.attachment_link.readable_text
Helping Siblings

Are you worried because your other children:

Are upset or worried?

Are missing out on getting your attention like they usually do?

Are having problems with friends, school, or family that are out of the ordinary?

Injury or illness can affect the whole family. When a child experiences injury or illness, siblings may be sad, worried, frightened, or even angry.

It's hard for parents to meet everyone's needs at the same time.

Siblings will need time to adjust to their brother/sister's medical needs and treatment. Most siblings react in very positive ways and often describe feeling glad they're able to help. But some will also have trouble adjusting. They will miss you and may not understand what happened to their brother/sister. They might want to help out, but not know what to do. They might also feel angry, jealous or even guilty and aren't sure if that's okay.

What can you do to help siblings cope?

Remember that siblings and other children may also feel afraid, worried or jealous

Notice when siblings are feeling sad, worried or lost in their thoughts - or when they seem angry or irritated - and ask what's on their mind.

Siblings' needs are sometimes overlooked when one child is ill.

Remember that changes in behavior can come from worries or upset feelings.

Set aside time to talk with your other children about what is happening, what to expect, and what they are feeling.

Let them ask a lot of questions.

Get support from family and friends

There may be times when you have to focus on one child's needs.

Enlist the help of family, friends, and possibly the school to provide your other children with some special attention.

Encourage siblings to have fun. Often times, siblings feel guilt about wanting to have fun while their brother or sister is not feeling well.

Remind them its okay for them to spend time with friends, doing activities or hobbies they enjoy.

Check with hospital staff about sibling support programs

If your injured or ill child is still in the hospital, ask hospital staff about programs for siblings.

Hospitals may offer sibling support through their social work, child life, or chaplain services.

Answer their questions honestly and help them feel involved

If your other children have questions about their illness, injury, or what is happening, try to answer simply and honestly.

Help siblings feel involved by allowing them to be a part of the sibling's care.

Plan a visit to the hospital and introduce them to the healthcare team.

Let them choose what toys and games to take to the hospital.

Make sure you let them know how much you appreciate the extra things they do to help out.

Listen to one mom talk about transitioning from sibling rivalry to healing relationships:

Helpful Resources:

# data[].attributes.attachment_link.title
Siblings | Patient Centered Care and Trauma Informed Care for Pediatric Patients - HEALTHCARE TOOLBOX

# data[].attributes.attachment_link.description
Are you worried because your other children: Are upset or worried? Are missing out on getting your attention like they usually do? Are having problems with friends, school, or family that are out of the ordinary? Injury or illness can affect the whole family.

# data[].attributes.headline
Teacher Resource - Effects of Medical Trauma 

# data[].attributes.subject
Teacher Resource - Effects of Medical Trauma 

# data[].attributes.body
There are three main types of traumatic stress reactions:

-Re-experiencing. Re-experiencing means that the child keeps thinking a lot about the trauma, even when he does not want to. Some re-experiencing is normal and natural.

-Avoidance. Avoidance symptoms can start by trying not to think or talk about the trauma, or anything connected with it. Sometimes kids want to stay away from people, places or activities because these reminders upset them.

-Hyper-arousal. Hyper-arousal also starts with a natural and normal response to danger, the “fight or flight response.” After an injury or accident, this “fight or flight” response might not turn off, even when the child is safe.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
Children's responses to medical trauma are often more related to their subjective experience of the medical event rather than its objective severity. Reactions vary in intensity and can be adaptive or may become disruptive to functioning. The majority of pediatric patients and their families are resilient and do well.

Many ill or injured children and their families (up to 80%) experience some traumatic stress reactions following a life-threatening illness, injury, or painful medical procedure. Between 20 - 30 % of parents and 15 - 25% of children and siblings experience persistent traumatic stress reactions that impair daily functioning and affect treatment adherence and recovery. When they persist, traumatic stress reactions can:

Impair day-to-day functioning

Affect adherence to medical treatment

Impede optimal recovery

There are three main types of traumatic stress reactions:

Re-experiencing. Re-experiencing means that the child keeps thinking a lot about the trauma, even when he does not want to. Some re-experiencing is normal and natural. Thinking a lot about what happened, especially at first, is part of how we help ourselves recover from a scary experience.Too much re-experiencing can be very distressing. A child might have nightmares or "flashbacks" that make her feel like she is going through the trauma all over again. She may feel really upset or even have physical symptoms when something - a sight, a sound, a smell - reminds her of what happened.

Avoidance. Avoidance symptoms can start by trying not to think or talk about the trauma, or anything connected with it. Sometimes kids want to stay away from people, places or activities because these reminders upset them. And children sometimes develop new fears or worries. Of course, it can be good common sense to be more cautious after an injury. Children may become more aware of safety - remembering to wear a seat belt, not running into the street after a ball, or staying away from dogs they do not know. But extreme avoidance or fears can become a real problem. Avoidance can interfere with daily life and stop a child from getting back to enjoying things that she usually likes to do.

Hyper-arousal. Hyper-arousal also starts with a natural and normal response to danger, the "fight or flight response." After an injury or accident, this "fight or flight" response might not turn off, even when the child is safe. After a scary situation like being injured, a child might have the feeling that something bad could happen again at any time, or he might jump at any loud noise. The physical feelings that go along with hyper-arousal (e.g., heart racing) can feel scary themselves.

# data[].attributes.attachment_link.description
Children's responses to medical trauma are often more related to their subjective experience of the medical event rather than its objective severity. Reactions vary in intensity and can be adaptive or may become disruptive to functioning.

# data[].attributes.headline
Teacher Resource - Educate Children With Trauma

# data[].attributes.subject
Teacher Resource - Educate Children With Trauma

# data[].attributes.body
Children’s early life experiences greatly influence their early development . Research indicates that because most brain development occurs when the brain is most “plastic,” that is, during a child’s early months and years, traumatic experiences—such as poverty, abuse, neglect, and violence—during those early years profoundly impact and limit brain development . Physiological changes to the developing brain in response to trauma cause cognitive losses and delays in physical, emotional, and social developments, and they provoke emotional and behavioral responses that interfere with children’s learning, school engagement, and academic success (Harvard University, 2007) .

# data[].attributes.body
In the aftermath of a potentially traumatic event such as illness or injury, traumatic stress can be caused by a loss of a sense of personal safety, and by feelings of fear and helplessness. Children are especially vulnerable to the loss of safety that a medical experience may bring. Age and developmental stage impact how children understand illness, injury, and treatment, as well as their range of coping strategies.

# data[].attributes.attachment_link.readable_text
Initial distress among children and families in medical settings is common, expected, and understandable. Many families cope well, with support and with time. However, some may develop persistent traumatic stress reactions, which can impede health and psychosocial functioning.

What is Pediatric Medical Traumatic Stress?

Pediatric medical traumatic stress is "a set of psychological and physiological responses of children and their families to pain, injury, medical procedures, and invasive or frightening treatment experiences" - National Child Traumatic Stress Network, 2003

Traumatic stress reactions can include psychological and physiological symptoms of re-experiencing, avoidance, and hyper-arousal, as well as changes in thinking and mood. These reactions may include:

having unwanted and intrusive thoughts about what happened,

strongly avoiding things that are reminders of the event,

feeling numb or detached, blaming oneself or others, and

having trouble sleeping, eating, or concentrating.

When a constellation of these symptoms persists and causes distress, the individual may have Post-traumatic Stress Disorder (PTSD).

Children may have other kinds of reactions to illness and injury as well, including behavioral changes or symptoms of depression or anxiety.

Traumatic stress reactions are common in the aftermath of an injury, a scary new diagnosis, or a difficult medical event. When they persist, these reactions may get in the way of a child's or parent's everyday functioning and may warrant further attention.

Over the past several decades, a growing body of research has helped healthcare providers understand the development of traumatic stress reactions after a wide range of pediatric illness, injury, and medical experiences.

In the aftermath of a potentially traumatic event such as illness or injury, traumatic stress can be caused by a loss of a sense of personal safety, and by feelings of fear and helplessness. Children are especially vulnerable to the loss of safety that a medical experience may bring. Age and developmental stage impact how children understand illness, injury, and treatment, as well as their range of coping strategies.

What is traumatic about medical experiences?

Traumatic medical experiences are rarely a single event. All along the continuum of care, children and families in medical settings can experience multiple traumatic experiences (and things that will trigger feelings or remind them of those experiences).

A specific scary or shocking event (injury / initial diagnosis)

Pain / painful procedures

Treatment setbacks

Ongoing uncertainty about prognosis

The medical environment (hospital sights / sounds, etc.)

Sense of life threat (regardless of objective prognosis)

Separation from parents

Exposure to distress, pain, or death of others (e.g., other patients)

Reminders of past traumatic medical experiences

Physical limitations or impairment / visible changes in appearance

Research has shown that when a child is ill or injured, all family members can be affected - the ill or injured child, siblings, and parents. Research has also shown that children and parents may find different aspects of the experience traumatic.

Take-home message from the research data:

What counts in risk for traumatic stress is NOT the objective severity of the child's illness or injury, but the SUBJECTIVE experience of the child or parent.(Are they feeling scared or helpless? Do they think they might die?)
Read more about risk factors
How does traumatic stress affect child health outcomes?

Traumatic stress symptoms (including post-traumatic stress disorder - PTSD) are associated with worse health outcomes in children preschool through adolescence.

Unaddressed, these reactions can have serious implications for medical treatment and can represent a "hidden cost" to the health care system. Traumatic stress symptoms have been associated with:

poorer adherence with needed treatment and medication

adverse health outcomes

worse functional outcomes

Important Finding:

In a study of injured adolescents followed for 2 years post-injury, teens with more severe PTSD symptoms had lower health-related quality of life at each assessment point across the 2 years.

Research has suggested several possible mechanisms, including:

Biological effects: PTSD symptoms might lead to poorer medical outcome in ill or injured children because of physiological changes (i.e., increased heart rate, changes in stress response) associated with PTSD.

Impact of avoidance symptoms on adherence and follow-up care: PTSD symptoms might indirectly lead to poor medical outcome due to avoidance (for example, a child not taking prescribed medications because taking the meds has become a traumatic reminder).

Common underlying risk factors: PTSD symptoms may also be linked with poorer medical outcomes because of important associated features (i.e., prior trauma exposure, experiences of systemic racism) that hamper optimal recovery.

# data[].attributes.attachment_link.title
Pediatric Medical Traumatic Stress - The Basics | Patient Centered Care and Trauma Informed Care for Pediatric Patients - HEALTHCARE TOOLBOX

# data[].attributes.attachment_link.description
Initial distress among children and families in medical settings is common, expected, and understandable. Many families cope well, with support and with time. However, some may develop persistent traumatic stress reactions, which can impede health and psychosocial functioning.

# data[].attributes.headline
Parent/ Teacher Resource - Executive Function 

# data[].attributes.subject
Parent/ Teacher Resource - Executive Function 

# data[].attributes.body
Organizing (also known as executive functions) in childhood refers to the child’s set of thinking skills that include planning, initiating tasks, self-monitoring, paying attention, and using effective problem-solving approaches.

In the articles, you will understand and name which skills are challenging for your child and learn some everyday strategies you can employ at home. Further, you will learn how to tell whether or not to seek professional help for these difficulties.

# data[].attributes.attachment_link.readable_text
Marcy Willard

Ph.D., NCSP

What is Organizing in Childhood?

Organizing (also known as executive functions) in childhood refers to the child's set of thinking skills that include planning, initiating tasks, self-monitoring, paying attention, and using effective problem-solving approaches.

"A good way to understand executive functions is to think of the term executive. In a company, executives need to be able to work under a deadline and make plans for how to get things done. Likewise, your brain's 'central executive' controls these skills, organizes, focuses on, and monitors the activities necessary to accomplish your goals."

All of these skills are regulated by the prefrontal lobe in our brains. Some refer to these skills as 'higher-order thinking' abilities.

Well regarded psychologist, Dan Siegel, provides the model of the upstairs brain and downstairs brain. The upstairs brain is responsible for thinking and problem solving, and the downstairs brain is responsible for feelings and survival.

Dr. Siegel has shown in his research that parents can help their children's developing executive functions by responding appropriately during 'teachable moments' in childhood.

"Teaching your child how to calm down when upset nurtures the downstairs brain. Collaboratively developing problem-solving strategies with your child builds the upstairs brain."

Children with neurological disorders, such as ADHD or autism, tend to struggle with executive functions. Although struggles in these areas can be substantially limiting and challenging, the good news is executive functions can be taught.

In the articles in this facet, you will be guided to understand and name which skills are challenging for your child and learn some everyday strategies you can employ at home. Further, you will learn how to tell whether or not to seek professional help for these difficulties.

Types of Executive Functioning Skills in Childhood

Initiation: the skill of getting started on tasks

Planning: the skill of seeing an end goal and plotting a course toward achieving it. For example, a child may have a country report due in a month. To pull this report off successfully, this child would need to be able to plan out a topic, research plan, outline, write, edit, and complete a final draft

Shift: the skill of switching between important tasks by moving from one task to another, such as writing a report and then making dinner or playing at recess and then going to music class. It requires the ability to stop doing one thing and start doing something different

Organization of materials: the skill of keeping track of school supplies and making one's binder, locker, or desk neat and orderly

: the skill of keeping track of one's progress toward a goal or objective

Metacognition: the skill of 'thinking about one's thinking.' With good metacognition, an individual can develop a strategy for solving problems or completing tasks

Symptoms of Poor Organizing Skills in Children

Not shifting

Seeming to get stuck on activities or ideas

Becoming upset over surprises or changes in schedule

Insisting on doing things the old way, even when a new way works better

Not planning

Forging ahead without thinking it through

Forgetting when assignments are due

Coming home and not being sure how to do the homework

Failing to follow multi-step directions

Getting lost without specific instructions at each step of a problem

Not initiating

Procrastinating

Taking forever on homework

Not organizing

Losing things

Misplacing school ID, ski pass, or keys

Seeming to be in another land, not focusing on the here-and-now

Having a school binder with papers stuffed in all over the place

Doing the homework but never turning it in their teacher

Causes of Poor Executive Functioning in Childhood

children with ADHD have differences in the prefrontal cortex of their brain. They have trouble taking in and filtering information to discard what is unimportant and maintain their focus on the tasks at hand. It can be hard to shift tasks, organize information, plan, and initiate something new when a child has ADHD. Wondering if your child's executive functioning deficits could be a sign of ADHD? Take the Cadey course taught by child psychologists. Sign up today.

Emotional symptoms like anxiety or depression: children who are anxious or depressed are likely to be overwhelmed by emotional symptoms and thus cannot keep up with executive functions like planning and organization.

Autism Spectrum Disorder: children with autism have a neurodevelopmental disorder marked by differences in processes in the brain. In approximately 60% of children on the Spectrum, they have a co-occurring diagnosis of ADHD, meaning their planning and organization skills are significantly impacted. A child with autism is likely to need support with planning, organizing, initiating, and especially shifting. Those with ASD have the most difficulty shifting from one task to another.

Processing speed: children with difficulties here struggle to complete simple tasks quickly. A child with a slow processing speed may have difficulty remembering and organizing information that is provided rapidly or within a time limit. This challenge will show up more often when an environment is busy with extra information that the child also has to process, such as in a loud and crowded classroom.

Mild trauma experiences (trauma with a small 't'): children with 'small t traumas' have been through common negative experiences that happen in childhood. A child's executive functioning can be affected even with a seemingly mild distressing experience, such as family strife, school change, loss of a pet, or peer drama. If your child suddenly becomes unorganized, it will be important to get curious about what could be happening emotionally. Small t traumas cause ongoing emotional upset, often referred to as toxic stress, which can lead to persistent emotional regulation problems. In this case, trauma treatment is required to help your child develop improved executive functioning skills.

Significant trauma experiences (trauma with a capital 'T'): children with 'big T traumas' have been through events that cause a significant threat to a child's safety or sense of self-worth. These traumas include experiencing domestic violence, witnessing the death of a loved one, extreme bullying, or a sudden change in caregivers. It is very common for children to have significant executive functioning issues after experiencing traumatic events. Care for children with big t trauma experiences must be provided by experienced clinicians who are experts in trauma-informed care.

Head injury: children of any age who have experienced head trauma to the extent of having a concussion may experience challenges with their executive functions. If your child has a concussion and you notice that they struggle with remembering, problem-solving, following instructions, or paying attention, it will be important to talk to your doctor and possibly follow up with a neuropsychologist or neurorehabilitation.

What to Do About Executive Functioning Deficits in Childhood

At home, keep in mind these 'do's and don'ts.'

DO keep instructions simple when you can. Give one direction at a time, have a structure and definition for tasks you expect your child to complete. If you say 'clean your room,' have a chart with clothes hanging in the closet, Legos in the Lego bin, and the bed made.

DO use a lot of charts and visuals. Having a chore chart, a bathroom routine chart, or a homework chart that allows you and your child to see the tasks, check them off and earn praise or reward is a great idea for a child who has trouble with organization.

DO give immediate positive feedback and reinforcement to your child whenever you can. Keep in mind the idea that we should have five positive things to say to our child for every negative or critical statement we make.

DO help your child maintain a calendar and a schedule. Start early with a calendar with the school or preschool schedule, plus holidays, plans for days off, dentist appointments, etc. Have your child help draw the icons, mark off days to a fun trip, etc. This experience will help them later on with longer assignments and planning.

DO use timers and reminders/warnings about time to shift. Even though you do it every night, use a timer to signal the end of free time or TV time and give warnings before expecting your child to shift to PJs, brush teeth, etc. Wait out the protests. Echo that you get it, that you know it is hard to stop doing fun things.

DO have an organized space used only for homework/ work assignments. Whether it is a desk in the bedroom organized for schoolwork or a small lap desk with a lid that can store pencils, paper, calculator, etc., help your child have a dedicated space. Do not have your child do assignments in a noisy room with TV, music, etc. If your child does need music to focus, try instrumental. Set the stage with a routine for getting work done.

DO have a space for the backpack or school bag. Have a system to check for assignments and a place to put completed work. Have a section or folder of the backpack for assignments and another section for what to turn in the next day at school. After your child has had a snack and a break, review the backpack and address anything that needs to be done for the next day.

DO reward your child for engaging in quarterly clean and organize sessions. Go through the desk, closet, and dresser regularly so that your child's life is not covered in clutter. They will not be organized if they can't find anything themselves.

DON'T be vague in your directions. Be specific. So do not say, 'clean up this mess of a room.' Give specific tasks and give them one at a time or provide a shortlist.

DON'T expect your child to figure it out on their own. Organization and planning are such challenging tasks. Your child needs you to help them figure this out and practice these skills.

DON'T be afraid to ask for help from an organization coach or tutor if organizing is too much for you. Some adults also really aren't good at being organized. If it is a huge pain, hire the help.

DON'T lose your temper and make threats or statements you don't mean. Say you are taking a break and leave the room. If you do not feel calm, it will not go well.

Wondering if your child's executive functioning deficits could be a sign of ADHD? Take the Cadey course taught by child psychologists. Sign up today.

When to Seek Help

If many or all of these skills are impaired, your child may need clinical help. The key factor to consider is called 'impairment in daily functioning,' meaning that the deficit is 'getting in the way' of your child's success and happiness. If so, a psychologist, neuropsychologist, learning specialist, executive functioning coach, tutor, or school psychologist may be needed to help your child grow in their executive functioning skills.

Professional Resources on Executive Functioning in Childhood

Psychologist: to consider symptoms in a mental health context. Can diagnose related disabilities such as Anxiety or ADHD

Neuropsychologist: to consider overall neurocognitive functioning. Neuropsychologists are experts in executive functions and neurological disorders

Neurologist: to consider any extreme deficits in memory or executive functions and to rule out brain injury or other neurological problems

School psychologist: to test IQ and consider the academic impact

School counselor: to help with organization skills, particularly for middle school and high school students

Coach or tutor: to be an executive functioning coach or tutor that can help your child get organized and learn improved study skills

Similar Symptoms to Executive Functioning Impairments in Childhood

Rigid Behavior: children who are inherently 'set in their ways' may be inflexible or become nervous with changes in routine. Rigid kids often struggle with organization because they want to do things their way and are resistant to guidance from teachers or caregivers

Selective attention: children who are only able to pay attention when motivated or interested in a specific task may struggle to stay organized

Sustained attention: children who have trouble focusing for more than a few minutes on a task. Children who struggle with this skill may drift off-task every minute, which will impact organizational skills and executive functioning

Shifting attention: children who have difficulty changing their focus when asked to move onto another activity will struggle to follow organized routines in the classroom. For example, if the teacher says to "stop iPad time and come to the rug for storytime," the child will not comply

Memory (Remembering): children who are unorganized may struggle to remember where they put their supplies and materials. They also may be unorganized because they cannot remember due dates or assignments. If you feel your child is struggling with memory, an evaluation would be helpful that could consider both memory and executive functions

Behavior (Behaving): children who have poor frustration tolerance, anger, and aggression will have executive functioning issues. They may demonstrate poor inhibitory control (ability to stop oneself). It may feel like the child has 'no stop sign' and behaves in an erratic manner which will impact executive functioning

Emotional regulation: children who have consistent problems with crying and meltdowns when plans are changed may have poor executive functioning in terms of self-regulation and impulse control

Social skills (Socializing): children with social challenges may also have executive functioning issues. For example, an impulsive or inattentive child may feel like 'a bull in a china shop,' which will impact social interactions

Book Resources on Executive Functioning in Childhood

1] Nicole Kreiser, Ph.D. 'Intolerance of Uncertainty': IMFAR conference (May, 2016: Baltimore). Conference notes.

[2]: Madrigal, S., & Winner, M.G. (2008). Superflex. A superhero social thinking curriculum. Think Social Publishing. San Jose.

[3] Greene, Ross W. (2001). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children.

[4] Huebner, Dawn (2005). What to do when you worry too much: A kid's guide to overcoming anxiety (What to do guides for kids).

[5] Seigel, Daniel J. & Bryson, Tina Payne (2014). No drama-discipline: The whole-brain way to calm the chaos and nurture your child's developing mind.

[6] Dewdney, Anna (2007). Llama Llama mad at mama.

[7] Lewis, Jeanne & Calvery, Margaret, & Lewis, Hal (2002). Brainstars - Brain injury: Strategies for teams and re-education for students.

[1] Goia, G.A., Isquith, P.K, Retzlaff & Espy, K.A (2002). Confirmatory factor analysis of the Behavior Rating Inventory of Executive Function (BRIEF) in a clinical sample. Clinical Neuropsychology (8), 249-257.

[2] Anderson, P. (2002). Assessment and development of executive functions during childhood. Child Neuropsychology (8), 71-82.

[3] Goia, G.A., Isquith, P.K., Kenworthy, L., & Barton, R.M. (2010). Profiles of everyday executive function in acquired and developmental disorders, Child Neuropsychology (8), 121-137.

[4] Dawson, Peg & Guare, Richard (2009). Smart but scattered: The revolutionary "executive skills" approach to helping kids reach their potential.

[5] Dawson, Peg & Guare, Richard (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention, second edition.

[6] Eide, Brock & Eide, Fernette (2006). The mislabeled child: How understanding your child's unique learning style can open the door to success.

[7] Lewis, Jeanne & Calvery, Margaret, & Lewis, Hal (2002). Brainstars - Brain injury: Strategies for teams and re-education for students.

[8] Brain Injury Alliance of Colorado. The Brain Injury Alliance of Colorado is the go-to resource for help and services for survivors of an injury to the brain, their families, and providers.

# data[].attributes.attachment_link.title
Organization Problems in Children: Signs, Causes, and What to Do - Cadey

# data[].attributes.attachment_link.description
What is Organizing in Childhood? Organizing (also known as executive functions) in childhood refers to the child's set of thinking skills that include planning, initiating tasks, self-monitoring, paying attention, and using effective problem-solving approaches. "A good way to understand executive functions is to think of the term executive.

# data[].attributes.headline
Parent Resource - Toolkit for self-assessment

# data[].attributes.subject
Parent Resource - Toolkit for self-assessment

# data[].attributes.body
The Trauma-Informed Organizational Toolkit includes:

1. The Trauma-Informed Organizational Self-Assessment.

The Self-Assessment is designed to help programs evaluate their practices and based on their findings, adapt their programming to support recovery and healing among their clients.

2. A User’s Guide. The User’s Guide is designed to assist programs in implementing the Self-Assessment and contains additional information about this assessment tool and what it means to provide trauma-informed care.

3. A How-To Manual for Creating Organizational Change. The Manual identifies concrete steps that organizations can take if they are interested in becoming trauma-informed. These steps include the use of the Self-Assessment and User’s Guide to begin this process.

# data[].attributes.headline
Teacher Resource - Virtual Conference PDF - Getting to “Calm”

# data[].attributes.subject
Teacher Resource - Virtual Conference PDF - Getting to “Calm”

# data[].attributes.body
OBJECTIVES

● Understand the need for prioritizing self-care

● Gain more awareness of the relationship between ACEs, toxic stress & behavior.

● Leave with some strategies to use immediately with children exhibiting stress and/or trauma behaviors.

# data[].attributes.headline
Teacher Resource - The Benefits of Gardening with Preschoolers

# data[].attributes.subject
Teacher Resource - The Benefits of Gardening with Preschoolers

# data[].attributes.body
Gardening has many benefits for everyone in a family, both children and adults. Studies show that when parents involve children in the process of growing and preparing food, positive increases occur in diet and nutrition. While working in the garden, preschoolers develop fine motor control and also work larger muscles: gardening uses practically every muscle in the body.

# data[].attributes.attachment_link.readable_text
Gardening is a rewarding family activity benefitting adults and preschoolers physically, emotionally, and academically. A home garden is easily created in any space, large or small: front yard, back yard, the grassy verge between the curb and sidewalk, community garden, porch, terrace, balcony, or windowsill. Even on a small budget, families can start a gardening practice that will teach children how to relate to the natural world. It will teach botany, entomology, conservation, and resource sustainability naturally and holistically. When planting a first garden, make it small and do not expect rigid results. Gardening is not a product the way home remodeling shows would have us believe; rather it is a process that allows children to witness cause and effect in action. Let go of images that magazines or home improvement series dictate; garden to share this joyous experience with your child.

Benefits

Gardening has many benefits for everyone in a family, both children and adults. Studies show that when parents involve children in the process of growing and preparing food, positive increases occur in diet and nutrition. While working in the garden, preschoolers develop fine motor control and also work larger muscles: gardening uses practically every muscle in the body. Sensorial lessons are found throughout the garden; preschoolers can practice color recognition, identify fragrances, and learn how fresh food tastes. Emotionally, gardening reduces stress while cognitively it improves attention and memory. Studies show that gardening increases math and science skills and even boosts standardized test scores. Opportunities for academic development abound in the garden; parents can teach children new vocabulary, ecological concepts, math skills (counting and probability), and the scientific method.

Flower Gardening

Novice gardeners might want to start on a small scale, perhaps a 4' x 4' area around a mailbox or near the house. Purchasing small packs of flowering annuals (flowers that do not survive the winter) gives preschoolers immediate results. To create your first garden:

Prepare the garden site by digging up any grass or unwanted vegetation. Adults are better equipped to do the heavy work of delineating a garden patch.

Turn the soil over and mix in a bag of compost or organic soil. Preschoolers will enjoy an activity where it is okay to play with dirt.

Do not use weed killers as they contain dangerous poisons like insecticides (many fertilizers do, too). Hand weeding is good for developing young children's hand strength and fine motor control.

Purchase annual flowers from a local nursery. Check with the owner to make sure the plants are not sprayed with weed killers or insecticides.

Demonstrate how to dig a small hole deep enough to put seedlings in and then cover their roots with dirt. Small trowels for digging can be bought online or in garden stores.

Have your preschooler use a small watering can to gently water each freshly planted flower.

Set a time in the evening before or after dinner to water the garden with your preschooler.

For winter, leave plants to dry out and stay into spring. The flower stalks and dead flower heads offer shelter to beneficial insects and pollinators. Check the stems and branches for chrysalides and other signs of hibernating insects.

As your family's gardening expertise grows, try starting flowers from seeds or dive into native plant gardening with perennials. See our previous blog article about starting a pollinator garden for more ideas.

Vegetable Gardening

Growing vegetables is a wonderful lesson in crop production and shows preschoolers how nutritious foods get to the table. Cold weather crops like kale can be grown in early spring and later replaced with simple summer crops like zucchini and string beans. Root vegetables, like carrots, work best in raised beds that contain rich, loose soil. Many vegetables start well from seed so check your local garden center. Be sure to talk to the nursery owner to confirm that pesticides are not used on any vegetable seeds or seedlings. If they are, check with another garden center or try an organic nursery. Vegetables that are easy to grow from seed include most beans, zucchini, yellow squash, pumpkin, lettuce, cucumbers, corn, and carrots. Vegetables that are easier to grow from a seedling (small plant) include tomato, celery, cauliflower, and eggplant.

Gardening for Small Spaces

If starting a garden in your yard is overwhelming or if you do not have a yard, try a window box or a container garden. Window boxes can be filled with flowers, herbs, or a combination of the two. Plant herbs like dill, thyme, fennel, or parsley in the back of the container and then plant nasturtium seeds in the front. The nasturtium flowers will cascade over the front of the window box and attract pollinators like bumblebees while the back row of herbs can be used for seasoning home-cooked meals. Preschoolers will enjoy harvesting the seasonings to add to meals or to dry for later use. The herbs fennel and dill are host plants for black swallowtail caterpillars, so your family might decide not to eat the plants, but rather observe the life cycle of these pollinators from small golden egg to caterpillar to chrysalis, and finally butterfly. Simple to care for window box annuals include nasturtiums, geraniums, herbs, petunias, alyssum, and coleus.

If you have a balcony, patio, or porch, container gardening is a simple way for families to create a garden space. Preschoolers can help select containers and the plants to put in them. Containers can be filled with annuals or native perennial plants which come back every year. Many native flowers are host plants to different butterflies who lay their eggs on the leaves. It can be a magical process for preschoolers to observe the lifecycle of a butterfly. Contact your local chapter of the Native Plant Society or look online to see which native plant is required for which butterfly. Simple to care for annuals for containers include lobelias, nasturtiums, or petunias to spill down the side of the container while taller annuals like geraniums, marigolds, salvia, and zinnias grow in the back. Perennials that are host plants for various butterflies include asters, goldenrod, and milkweed.

Setting Realistic Expectations

Gardening is a messy activity so make sure everyone dresses in play clothes. Also, expect the unexpected: a flower you thought would bloom doesn't, a seed doesn't sprout, or a butterfly chrysalis fails. Parents can help preschoolers build strong emotional skills and develop critical thinking by reviewing what has occurred in the garden. By talking through why a plant might or might not have thrived, parents support their child's analytic mind and critical thinking skills.

Some years, depending on extracurricular activities, your family's garden might be wild and other years a little neater. In the end, an untended garden is still better for the environment than a lawn or mulch. Creating a sustainable future for our children starts with stewardship of the land and a more ecologically sound approach to raising crops. Children with a new understanding of and relationship with gardening and landscaping will help build a better, more sustainable future.

About the Author

V. Kulikow is a former Montessori teacher and youth services librarian. She currently works as a UX designer and enjoys content creation both with words and images.

Interested in writing a guest post for our blog? Let us know!

The opinions expressed in Montessori Life are those of the authors and do not necessarily represent the position of AMS.

# data[].attributes.attachment_link.keywords[]
gardening preschool benefits at home family specials

# data[].attributes.attachment_link.title
The Benefits of Gardening with Preschoolers

# data[].attributes.attachment_link.description
Preschoolers benefit physically, emotionally, and academically from gardening. Learn how to create a first garden with your child.

# data[].attributes.headline
Teacher Resource - Classroom Strategies - Trauma Informed 

# data[].attributes.subject
Teacher Resource - Classroom Strategies - Trauma Informed 

# data[].attributes.body
This PDF is an excellent resource to have in the classroom or to share with parents. This resource gives a general overview of how to be trauma informed. It goes over relationships, safety, classroom strategies, and then gives example activities.

# data[].attributes.headline
Parent/ Teacher Resource - Trauma-Informed Diverse Reading List Grades PreK-2

# data[].attributes.subject
Parent/ Teacher Resource - Trauma-Informed Diverse Reading List Grades PreK-2

# data[].attributes.body
"Many children experience trauma, or adverse childhood experiences, and go through times of extreme stress. Trauma has the ability to impact children’s learning, social interactions and relationships, and overall well-being. Literature can be a safe space for young people to talk about characters’ actions and situations and the ways that they navigated distressing scenarios. The following books showcase child protagonists who cope with trauma in a variety of ways and provide students the opportunity to discuss trauma through the lens of a relatable and engaging character."

# data[].attributes.attachment_link.title
Trauma-Informed Diverse Reading List Grades PreK-2 - Washington County Cooperative Library Services

# data[].attributes.attachment_link.description
Trauma-Informed Diverse Reading List Grades PreK-2 by WCCLS_KatieA - a staff-created list : "Many children experience trauma, or adverse childhood experiences, and go through times of extreme stress. Trauma has the ability to impact children's learning, social interactions and relationships, and overall well-being.

# data[].attributes.headline
Parent/ Teacher Resource - Trauma Informed Books 

# data[].attributes.subject
Parent/ Teacher Resource - Trauma Informed Books 

# data[].attributes.body
Books can be wonderful tools to use with children who have experienced difficult times such as trauma or loss. Reading (or being read to) and talking with adults can help them understand and cope with their feelings in a developmentally appropriate way.

# data[].attributes.attachment_link.readable_text
Inside: When the news is traumatic, our hearts are broken and we find ourselves speechless at the events going on outside our front doors, our children feel it too. Here is a selection of books to help you talk with your children about traumatic news when you are at a loss for words.
I can't believe I am back here again, writing another post like this.

Twenty-four hours over the weekend, thirty innocent lives lost.

I'm honestly at a loss for words.

I feel numb. Gutted.

I'm terrified about the world my children are growing up in. My big one is at a point that it's getting harder to shield him from these atrocities. He can read now, and therefore nothing gets past him. I'm dreading the day that he begins to ask me questions, but at only six, I'm trying to shield him as much as I can. No TV on in the house right now, no newspaper or magazines on the kitchen counter.

When the news is traumatic, our hearts are broken and we find ourselves speechless at the events going on outside our front doors, our children feel it too. Here is a selection of books to help you talk with your kids about traumatic news when you are at a loss for words.

I will write more when I find a way to express what I'm feeling, but I felt compelled to get these books out there, in the hopes that they will help other families and educators who need them desperately right now.

If you have additional book recommendations, I urge you to leave a comment, email me, or send me a message on Instagram.

Sending love, strength, and hope for brighter days ahead.

The Breaking News, by Sarah Lynne Reul: A child's community is rattled when devastating news strikes at its core. The news leaves the adults in the neighborhood exhausted, frightened and distracted. At school, the child's teacher tells her class to look for the helpers in times of distress. The girl wants to be a helper. She wants to help her family and her community in as big a way as she can- until she realizes that maybe one small act of kindness is all she needs to do to make a difference. For our full review of The Breaking News click here.

Come With Me, by Holly McGhee and illustrated by Pascal Lemaitre: Sometimes, the news is flooded with word of terrible current events. It sparks fear, hatred, and uncertainty. One young girl asks her mama and papa what she can do to make the world a little better. Through one step at a time, one kind gesture at a time, one courageous act at a time, the girl's parents show her that every single tiny, seemingly insignificant act of kindness matters to the world, no matter how small it may seem to start. We love the way this book teaches children to be brave and forever champion kindness, even in the face of extreme darkness.

A Terrible Thing Happened, by Margaret Holmes, Sasha Mudlaff and Cary Pillo: For the child who witnesses something terrible, whether in real life or on the news, the images may be engrained in his mind for a long time. Sherman sees something bad happen (though we are never told what that is). As to be expected, he gets anxious, then angry and withdrawn. When Sherman finally gets help from a counselor, he is able to talk through his fears and, after that, he begins to heal and get stronger. This book wonderfully represents how a child may interact with a therapist and how other people aside from parents are there to help kids through trauma. Through it all, the book never loses its gentle, comforting tone. A wonderful tool for educators, parents and therapists.

Good People Everywhere, by Lynea Gillen and illustrated by Kristina Swarner : When the news is tough or a troubling situation occurs in your town, this is a powerful book to remind children that good people truly are everywhere. There are always people helping others during troubled times, there are always people willing to extend a hand, and there are always people who are kind and good. Sometimes, all it takes is a gentle story to remind children of this important message, and this book does just that!

Most People, by Michael Leannah and Jennifer E. Morris : The world can be big and scary, with some people that don't make the best choices. But most people smile, and most people laugh... and most people are inherently good. I love the way this multicultural children's picture book showcases all forms of goodness, from the big tattooed man helping an elderly woman cross the street, to a "goth" looking teenager returning a lost wallet to its owner. This is a gem, and one I love having on my shelves to turn to during tough times.

Maybe Tomorrow?, by Charlotte Agell and illustrated by Ana Ramirez Gonzalez : Elba, a pink hippo, has been dragging around a great big block for a long time, and it greatly limits her potential. Norris, on the other hand, doesn't drag but instead happily dances wherever he goes, surrounded by a cloud of butterflies. Norris tries to convince Elba to join him on his adventures, but the block often gets in Elba's way. Norris never gives up though, patiently and compassionately cajoling her to join him, all the while following her lead, being patient with her grief, and helping her manage her block. Little by little, Elba's block becomes smaller. This is, without a doubt, one of the most beautiful books about sadness I have ever read. For our full review of Maybe Tomorrow?, click here !

When Sadness is at Your Door, by Eva Eland: In this fabulous book, sadness is personified as a visitor, one who must be given a name and a face to make him less mystifying for kids. The beauty of this story is that the child must invite the visitor in, with the author even suggesting activities you can do with sadness, like going for a walk or sitting quietly together. The author doesn't suggest that you must try to shut the visitor out or force it to go away. To the contrary, she respects sadness and attempts to make this daunting feeling less frightening for kids. This is a unique, fresh approach to the notion of sadness, and I love how the idea of sadness arriving as a visitor reminds children (and even adults too!) that this feeling is not permanent, but temporary instead.

The Rabbit Listened, by Cori Doerrfeld : Something bad has happened to Taylor: she cannot get over her devastation when a tower she worked so hard to construct crashes to the ground. Her friends try to help. They offer suggestions and unsolicited advice, trying everything in the books to get her to calm down. But only when the rabbit sits and listens - just listens, quietly and calmly - does she begin to feel better. How I love this one! This is a favorite picture book highlighting the ever important quality of listening and not trying to "fix" things. It's one I love for the way it reminded me that sometimes, my kids just need to talk and share, and I don't have to rush in and try to solve all of their fears - i just need to sit with them, give them love, and be there while they express their feelings.

# data[].attributes.attachment_link.title
Children's Books to Help Kids Deal With Trauma, Grief and Fear

# data[].attributes.attachment_link.description
Children's books about trauma, grief and fear help kids navigate tough experiences and challenging feelings. You don't want to miss this list.

# data[].attributes.headline
Parent Resource - How to help young children keep developing new skills

# data[].attributes.subject
Parent Resource - How to help young children keep developing new skills

# data[].attributes.body
Wooden blocks, Legos and other building toys, and playdough all provide children with open-ended stimuli that allow them to play as they choose. Add props to encourage pretend play—people or animal figures in the block area, baby dolls or plastic dishes in the water table.

# data[].attributes.attachment_link.readable_text
During the coronavirus crisis, parents whose children usually attend preschools are now managing the enrichment and education of their young children at home. We know most parents can't replicate a full day of preschool, along with all their other responsibilities. But here are some guidelines and principles to help you nurture your 3-5-year-old student at home in whatever time you have available.

The preschool years lay the foundations for the school-based learning to come. Goals during this time period include:

Fine motor skills - cutting safely with scissors, pencil grasp, coloring, letter/number formation

Self-regulation - listening attentively for longer periods of time, sitting still for longer periods of time

Emotion regulation - healthy separation, self-soothing, frustration tolerance

Social development - empathy, turn-taking, sharing, conflict resolution

Early academic skills - letter identification, letter-sound associations, number identification, counting, basic concepts (shapes, colors, textures), conventions of print

Activities of daily living/independence - putting on and taking off jacket, managing personal belongings

Creativity and imaginary play - using an object in novel ways, sharing imagination

Self-confidence as a learner

Learning during this period takes place almost effortlessly as children interact with responsive caregivers, explore the environment around them, and play. The human brain was built to learn, and children at this age are strengthening neural connections as they use them.

The experiences and activities that you provide your child literally build their brain and increase their learning efficiency and capacity. Present your preschool student with a language-rich environment, a variety of sensory-rich stimulation, and allow them hands-on opportunities to explore basic concepts (such as shape, color and texture) and the environment.

While preschoolers are capable of independent play for brief periods of time, parents will need to organize their child's day, set up structured tasks, help with transitions between activities, and provide scaffolding and encouragement.

Create structure. Just like adults, children need predictability in their days. Moreover, consistency and routine help children to develop and learn. Through repetitive routines (for example, bath time) children learn about sequencing (what comes first, next, last), build vocabulary and concept knowledge (for instance, wet, slippery, faucet, drain), and develop autonomy (getting their own towel or cleaning up bath toys on their own).

Check in with teachers. If your child's preschool teacher is available, it might be helpful to schedule some time to check in and discuss suggestions for specific activities. If your student receives additional services, try to touch base with providers to see if they can suggest ways you can help continue with treatment and maintain gains at home.

Talk to your child. Nearly any activity that a preschooler is engaged in provides an opportunity to talk, introducing new vocabulary as well as shapes, colors, size, and numbers. "Serve-and-return" interactions, or the back-and-forth, reciprocal verbal and non-verbal exchange that takes place between a child and their caregiver, also facilitate attachment and a sense of self.

Present projects. Projects, which can include coloring, building, sorting or sensory play (such as a water table or sand play) are great opportunities for your child to experience your undivided attention, which helps reinforce the sense that they matter. Commenting, reflecting upon and complimenting your child's work gives them a sense of accomplishment and self-esteem, and praising your child's effort helps with the development of grit.

Prompt unstructured play. Independent play is very important for fostering creativity, problem-solving and autonomy. Offer your preschool student a variety of art materials (crayons, markers, chalk, finger paints), building materials (blocks, Magna-Tiles, Legos) or imaginary play props and allow them to construct their own craft or play. If they run out of ideas or materials, offer a new material and see if they can shift on their own to a new way of playing.

While it is not necessary (or realistic) during this COVID-19 crisis to create a strict, regimented schedule, having a general "outline" for the day will help alleviate stress for you and help your child feel secure. Some pointers for making a schedule:

Wake up at the same time, change from pajamas into "real clothes" (whatever that may mean for you) and eat breakfast at the normal time.

Alternate different types of play throughout the day.

Incorporate regular breaks into the schedule, which should include opportunities for exercise and free play.

Have dinner together as a family and use that time as an opportunity to discuss the day and problem-solve together.

When considering how to fill your child's day, it is helpful to consider the different types of play that help to support different areas of their development:

Constructive Play: blocks, Magna-Tiles, Legos, fort-building, coloring and crafts

Physical Play: running, skipping, hide and seek, Simon Says, freeze dance

Pretend Play: dress-up, dolls, kitchen, action figures, modified "charades" (for example, have your child act like an animal and you guess what they are)

Sensory Play: sand table, water play, finger painting, play dough, baking bread

Music Play: listening to music and nursery rhymes, playing musical instruments, singing

Outdoor Play: nature walk, picking flowers, "I spy" outside

Story time: read aloud and quiet time with books

Under normal circumstances we recommend limiting screen time (the American Academy of Pediatrics and World Health Organization suggest no more than one hour for children ages 2-5, ideally co-viewed with a caregiver). During the COVID-19 crisis, screen time can be incorporated into a balanced activity diet and should be used strategically, such as when you need your child to have less of your attention (such as when you're preparing dinner, working or helping a sibling with schoolwork). For a guide to online, accessible and free resources, check out the Child Mind Institute's Family Resources for Remote Learning, which includes educational programming, suggestions for movement breaks, museum tours, story times and more.

During the preschool years, children begin to truly develop their sense of independence. This is immensely important for building confidence and a sense of self. Ways you can nurture budding independence while you are at home in the COVID-19 crisis include:

Structure the day. Just like adults, when children can anticipate their day, they are better equipped to take on responsibilities.

Start small. Before going outside, for example, your child may put on their own hat and get their shoes from the closet.

Let your child choose. Involve them in choices, like what to wear. This does not have to mean they have free rein. Provide 2-3 options, and then praise their great ability to make a choice!

Let your child help. Children love to help! When you allow your child to help, even if it takes you longer to get things done, you foster their confidence and give them an opportunity to learn something new.

Let your child solve problems. Allow your children to try things that are hard and to solve (small) problems on their own. Wait until they ask for help or assist only in getting them to the next step in a task. You can acknowledge that something is hard and let them know that you are proud by offering praise for trying something on their own, or for the first time.

Give your child chores. Simple tasks like picking up toys or putting laundry in the basket allow your child to have reasonable responsibility, and those tasks also help with maintaining routine and structure throughout the day.

# data[].attributes.attachment_link.title
Preschoolers: Tips for Supporting Learning at Home - Child Mind Institute

# data[].attributes.attachment_link.description
Guidelines and strategies to help you nurture learning in your 3- to 5-year-old child at home, in whatever time you have available.

# data[].attributes.body
Play lessons are powerful when it comes to effectively teaching through play in Pre-K and Kindergarten classrooms.  Teachers who want their little learners to build stamina, make plans for their play, problem solve (and so much more) use play lessons during their free choice time.

# data[].attributes.attachment_link.readable_text
Play lessons are powerful when it comes to effectively teaching through play in Pre-K and Kindergarten classrooms. Teachers who want their little learners to build stamina, make plans for their play, problem solve (and so much more) use play lessons during their free choice time.

If you are wondering what a play lesson is and how exactly you can use it in your classroom, then you are in the right place! This blog post will dig into exactly that.

Then

I am not going to sugarcoat my story here. In complete transparency, my first year as a 4K teacher was not my proudest school year. I had fully embraced the play-based learning philosophy, but it was glaringly obvious that my students were not naturally demonstrating the skills that I had hoped they would organically develop through play . . . at least not consistently with every child. I knew something had to change and that responsibility was my own as the lead teacher.

My gut instinct told me, "Amber, if you want your students to fill-in-the-blank, then teach them how to do it!" This seems obvious, right? But I had the voices of other play-based learning advocates in my brain: "Do not interfere! Just let your kids play."

Now

While I agree with this thought process to some extent, I took in that information too strictly as a new Pre-K teacher. Now I know better. I understand now that a balance between teacher-initiated support and child-directed play is necessary in order for students to be most successful. This is where play lessons are beneficial.

Think about a kiddo in your personal life. Perhaps you can think of your own child, a niece or nephew, or a family friend. Certainly you can remember a time in which you have had to explicitly teach that child something. Perhaps you are thinking of your lessons on brushing teeth, finding and checking out books at the library, or playing a board game. Would that kiddo have been as consistently successful without your guidance?

What Are Play Lessons?

Defining Play Lessons

Play Workshop opens with a teaching and learning activity, often referred to as the focus lesson. Some teachers also call this part of Play Workshop the play lesson or the mini lesson. The terms can be used interchangeably. So a play lesson is a short, whole group lesson that focuses on one particular topic or skill that students can immediately apply during their exploration time.

Play Lesson Structure

A comprehensive focus lesson in Play Workshop includes a connection, engagement, teaching, and link. Each part of the focus lesson happens rather quickly, but serves an important role.

Purpose of Play Lessons

There are many benefits to facilitating focus lessons immediately before your students go off to play and explore. Here are just a few of those reasons:

Focus lessons allow teachers to bring to the surface any recurring problems in the classroom in a positive way. For example, if you notice that your students are regularly shouting indoors, you might lead a focus lesson on voice levels. In this way, you are not singling out and inadvertently shaming any students. Rather, you are addressing the concern in a caring and supportive way.

Play lessons provide educators with a platform for providing explicit instruction around a skill that all students would benefit from, particularly because they are young and school is new to them. For example, if you notice that many of your students are engaging mostly in parallel play without any communication between one another, you could use a focus lesson to model for your students how to play together and talk with one another during that play.

Focus lessons offer an opportunity for students to learn skills that are not only useful during Play Workshop, but also across their entire school day and even beyond the school year. For example, if you notice that your students are bouncing around from activity to activity without ever getting to the level of purposeful play that we know is most powerful, then you might use focus lessons to teach your students how to build their play stamina. The skill of using stamina is one that students use beyond a single school year. (Think reading and writing stamina in Kindergarten and up, for example.)

Play lessons are the perfect time for teachers to build on the life skills that their young students are learning. For example, if you notice that students are resorting to physical aggression when they are upset during play time, then you would take advantage of the focus lesson time to teach your students how to problem solve in safe ways. For instance, you might teach your students how to use their words to express their feelings and wishes.

Instructional Approaches to Play Lessons

Some of the most common teaching approaches that are used in other grade levels can also be used in Pre-K and Kindergarten. Educators frequently use direct instruction, inquiry, storytelling, and coaching. A mix of these instructional methods is perfect for the focus lesson of Play Workshop. The goal of your focus lesson will ultimately determine which approach(es) you utilize.

Direct Instruction

Poor 'ole direct instruction. It seems to have gotten a bad rap - at least in the last decade or so. I argue, however, that there is absolutely a need for direct instruction in every grade level, but especially with our littlest learners.

For clarity purposes, direct instruction is an educational model in which the teacher explicitly explains and demonstrates a skill or concept. A Pre-K or Kindergarten teacher will name a teaching point, model how to do it, and encourage the students to watch closely.

Example of Direction Instruction

Sometimes we just have to show and spell out to young students how to do something that is new to them. Because so much is new to our little learners, direct instruction is probably the most frequently used instructional method in our early childhood and primary classrooms. For example, direct instruction in a Play Workshop focus lesson might sound something like this . . .
"Kindergarten friends, today I am going to teach you what to do if you have to go to the bathroom, but you are not done playing. So as you can see here, I have been working with these blocks. This is my skyscraper, but . . . uh oh! I have to go to the bathroom. I feel worried that someone might knock my skyscraper down. So what I can do is put this orange cone here next to my blocks. The orange cone tells everyone, "Please step away! I am still playing with these blocks." This way I can go to the bathroom without worrying about my skyscraper! If you need one of these cones, you can find them in this basket next to our Smartboard."
With that being said, everything in moderation, right? I am NOT praising direct instruction as the sole instructional approach in Pre-K and Kindergarten classes. (Keep reading to learn about other teaching methods that you can utilize during your play lessons.) What I am saying is that small chunks of direct instruction are beneficial, and often necessary, in our Pre-K and Kindergarten classrooms.

Podcast on Direct Instruction

If you do not have 42 minutes to spare so you can listen to the entire podcast, here were some of the big takeaways that I gathered:

Direct instruction plays an important role in classrooms full of little ones. It is an entry point into learning in which the children have little to no prior experience.

Like ALL things in education, there must be a balance between direct instruction and other forms of teaching and learning.

Direct instruction is often a scapegoat, but it is not direct instruction that is sometimes the problem. We need to continually question the value of the lesson to ensure that it is serving our students in developmentally appropriate ways.

Inquiry

Another instructional method that can be used during Play Workshop focus lessons is inquiry. During an inquiry session, the teacher poses a question and invites the students to share their thoughts around that question. Inquiry is a good choice when you suspect most of your students have some background knowledge, but you just want to be certain everyone is on the same page.

This approach to teaching can be highly effective in Kindergarten. But I will warn you: it can be tricky in Pre-K classrooms, particularly at the beginning of the school year. Imagine you have a group of 4 year-olds at the carpet in September. You ask, "How can we make a plan for our play?" You are going to get blank stares, right?

On the other hand, in that same situation, you could certainly ask, "How do we look at books?" Hopefully, the large majority of your students have developed a regular routine at home of snuggling up with their grown-ups and a few good books. For this reason, the background knowledge is there. Your students will be able to contribute their ideas around the posed question.
"4K friends, today we are going to talk about this question together: How do we use glue sticks? Wiggle your fingers if you have ever used a glue stick before. Oh, great! Okay, soooo . . . pretend that I am an alien that just flew down in a spaceship from outer space. I have never used a glue stick before. What should I do with this thing? It looks like chapstick Do I put it on my lips? No!? Oh goodness, please help me out."
Example of Inquiry

A Play Workshop focus lesson using an inquiry approach might sound something like this . . .

The teacher could then call on students to respond. It would make sense for the teacher to demonstrate the students' ideas and perhaps even record their thoughts using words and pictures on an anchor chart.

Storytelling

I love storytelling because it is fun! But it can also be a highly effective instructional approach because it grabs and maintains the students' attention. My personal philosophy with storytelling is that you can never be too dramatic!

Just to be clear, storytelling as a method of instruction is when the teacher tells a story that relates to the teaching point. The story can be something that actually happened or it can be made up, so long as it is believable. (And let's be real, our little ones believe just about anything we tell them.)
"Before I knew it, my husband and son were asking me, "What's for dinner?" Yikes! It was already dinner time, but the food was not ready. Not only that, I never finished my laundry and I never wrote that email to our principal." "I felt disappointed in myself because we have been learning all about stamina in our classroom, haven't we? I should have known better last night. What should I have done instead of bouncing around from one thing to the next? You are right . . . I should have finished cooking the dinner first, then moved on to other things, like the laundry and the email. It is a good thing that YOU remember to use your stamina in our classroom, so you do not feel disappointed at the end of Play Workshop."
Example of Storytelling

Storytelling during a play lesson might sound something like this . . .

"Pre-K friends, I feel so silly about something I did last night. Let me tell you about it. So I started making dinner for my family. I was chopping some vegetables when I remembered that I had to do some laundry. I stopped chopping the vegetables, walked to my bedroom, and started to sort my clothes. Then, I remembered an email that I needed to write to our principal . S o I left my laundry and I walked to my computer."

As you read this story example, I bet you can imagine how you can use facial expressions, acting out and gestures, as well as voice level and intonation. The more drama, the better!

Coaching

Yet another teaching method that can be used during Play Workshop focus lessons is coaching. If you have ever been a part of a sports team, you are already familiar with this approach to teaching. The teacher invites a student, partnership, or small group to model a skill for the rest of the class. Meanwhile, the teacher provides prompts and tips to the student volunteers throughout the demonstration.
Teacher: "Kindergarten friends, Samantha and Nathaniel have volunteered to show us how they make a plan for their play. Let's look and listen, so we can learn. Samantha, might you start making a plan for your play with Nathaniel?" : "Hi Nathaniel. I would like to bake cookies in the Imagination Center. Do you want to bake cookies with me?" (Nathaniel looks uncertain, but does not say anything.) Teacher (whispering): "Nathaniel, remember that it is okay to say, No thank you." Nathaniel: "No thank you. I would like to play with the cash register. Hey, maybe I could be the person that sells your cookies in the bakery. Is that okay with you?" Samantha: "Sure! I like that idea." Teacher (whispering to both volunteers): "What might you do to remember your roles?" Samantha: "I can put on the baker necklace and you can put on the cashier necklace so we remember what we are doing." Nathaniel: "Okay! We can do that."
Coaching could be used during a Play Workshop focus lesson on planning for play. Do keep in mind that this approach would be most effective in the latter part of the school year; perhaps even mid-year in a Kindergarten class.

Example of Coaching

The coaching process might sound something like this . . .

Notice how the teacher quietly provides suggestions and prompts on the sidelines while the primary action comes from the student volunteers. That is the essence of coaching as an instructional method.

Characteristics of Play Lessons

While the topics and goals of our focus lessons change based on the needs of our students, there are features of play lessons that are consistent. Here are a few of those characteristics:

Teachers should plan to repeat teaching points several days in a row (maybe even a couple of weeks, depending on the topic, age group, and time of the school year). Educators should also spiral back to topics in their focus lessons. Any experienced Pre-K or Kindergarten teacher knows that just because we teach our kiddos something once does not mean that all students get it the first time. Little ones need to learn and practice again and again in order to solidify a skill.

Digging Into the Specifics of Play Lessons

Play Lessons Topics and Goals

The immediate needs of your students should always be considered the priority when you are planning focus lessons for your Play Workshop. This is why it is so important to observe your students, document what you see and hear, then reflect on those observations.

Certainly a blank notebook will do the trick, but if you want a resource to guide you during these observations, then today is your lucky day! You can grab my FREE Play Workshop Observation Documentation and get started right away.

By observing your students through the lens of my free Play Workshop Observation Documentation , you will certainly begin to notice skills that need attention and topics that you will want to address during your focus lessons. Below is a list of examples of some play lesson topics or themes.

launching Play Workshop → There is so much to explain to your students at the beginning of the school year, isn't there?! So much to say, and so little time to share it, as their attention spans are limited. At a minimum, you will want to address how students choose their play centers and materials, how you will signal and transition into clean up time, as well as how you students will gather back at the carpet,

managing materials → When you introduce school supplies to your students, observe that your students are mistreating toys, or you are adding new materials to your classroom, it may be a good idea to use your play lesson to tackle these topics.

building stamina → If you notice that your students are bouncing around from activity to activity without reaching a deep level of purposeful play, you may want to address this during your focus lesson.

growing independence → One of our big goals is to help our students build their sense of independence. In Pre-K and Kindergarten classrooms, being independent can look like getting the attention of others in respectful and confident ways, learning how to patiently wait and take turns, as well as pausing play to use the bathroom when needed.

making a plan for play → Our students are more likely to engage in powerful play when they put some thought into what they want to do before they get started. This can be accomplished by drawing out their ideas, selecting jobs and maybe even wearing role play necklaces, or simply by chatting with play partners.

solving problems → This is a topic that Pre-K and Kindergarten teachers address throughout the entire school day, especially during social-emotional learning lessons. However, it can be extremely beneficial to address problem-solving strategies during Play Workshop focus lessons. You might consider including strategies that are especially useful during play, such as sharing, taking turns via a timer, and using "I Statements" (ie - "I feel sad when you take that toy car from me. I wish that you would give it back please").

If you are feeling overwhelmed with the planning aspect of being prepared for your Play Workshop focus lessons, you will love my Play Workshop Lesson Plans product line! Each product includes ready-to-teach lessons plans and all of your teaching materials.

Check out the entire set of lesson plans or click on the specific topics in the above list to go directly to those lesson plans. Any topics that are not yet linked in the above list are the topics that I plan to add to the product line soon. If you are not already following my Teachers Pay Teachers store , I encourage you to click this link so that you will be notified when new products and updates are added to this product line.
Disclosure: This blog post contains affiliate links to my Amazon store . This means that, at zero cost to you, I will earn a small affiliate commission, if you click through a link and finalize a purchase.
By the way, if you happen to have any suggestions for topics that you would like to see added to this product line, please do share! I am open to your ideas.

Teaching Strategies to Use During Play Lessons

Here are some teaching strategy ideas for maintaining student engagement during your Play Workshop focus lessons. Examples are provided to give you a clearer picture in regards to how the strategies could be used.

songs and chants → When learning about your classroom clean-up routine, you might teach a song that your kiddos can sing as they are tidying up. Repetitive or echo songs work especially well with little ones.

partner talks → During a focus lesson in which your students are learning how to enter play, you might invite partners to practice some sentence starters that you have taught. For example, each student could take a turn saying, "That looks fun. Can I play with you?"

books → There are countless published picture books that can enhance play lessons. Cheri Meiners is a former first grade teacher. She is also the author of some of my favorite books to read aloud during focus lessons. For example, you could read aloud and discuss the book, , when facilitating lessons that encourage students to transition through the stages of play (ie - parallel play to associative play).

social stories → Other times, however, the perfect published book does not yet exist for the teaching point that your students need most. In this case, social stories work well. They do not need to be fancy! Some of the best social stories that I have seen have very simple text and images. Before you create your own social story though, be sure to first check Teachers Pay Teachers . Many educators share their social stories there, sometimes even for free.

samples of student work → Frequently, our students are the best teachers for each other. For instance, if your kiddos are learning about how to make a plan for their play, you might first ask a child if you have his permission to share his work during the focus lesson. So if a student drew a picture of the rocket he wanted to build in the Makerspace before getting started, you could later share the student's drawing along with a photo of his completed rocket with the rest of the class.

props → Puppets, stuffed animals, magic wands, magnifying glasses, or any other tangible object that enhances your teaching point will certainly grab and hold your students' attention. They are especially useful if you are using the storytelling method. Classroom mascots or "pets" can act as another teacher during a play lesson.

anchor charts → Anchor charts are a way to record your students' learning and discussions. As many (if not all) of our students are pre-readers, it is best practice to create anchor charts that are heavy with visuals (ie - drawings that elaborate an idea). For instance, if your students are sharing ideas around specific activities they can do in each play center, you can document their responses on an anchor chart.

hands-on activities → If your students are learning where to return supplies, toys, and other materials when it is time to clean up, invite them to stick labels around the classroom (vs. you taking time to do this without the students present). This is just one of many examples in which you can get your students actively involved in the learning activities.

games → Any activity that has a playful game-like feel to it will certainly be a homerun. For example, when teaching your students how to safely and correctly use school supplies, you might model a behavior and prompt your students to jump up and down and clap if you are using the school supplies safely and correctly. On the other hand, you might prompt your students to cross their arms and shake their heads if you are using the school supplies unsafely or incorrectly. The key is how you present the activity to your kids. If you call it a game and you seem pumped up about it, they will be too.

movement → Remember that you are not stuck at the carpet during your focus lessons. Sometimes it makes sense to get up and move to different parts of the classroom. For example, if you are introducing the sensory table for the first time (which may be too bulky to move to the carpet anyway), you might lead your class to form a "train" and then transition to sitting around the sensory table for that particular play lesson.

visuals → Visuals are an absolute must in Pre-K and Kindergarten classrooms! Drawings on your anchor charts, images on the Smartboard that reinforce your teaching point, and printed mini posters that you hold when teaching all fall under the visuals umbrella. For example, if your students are sharing ideas around what they can build in the Construction Center, you can pull up photos on the Smartboard. So if a student says, "We can build bridges," you might show photos of real bridges.

Tips and Tricks

The more play lessons that you facilitate, the easier the process will become. Here are a few other random tips and tricks that I have figured out over the years. These are simple ideas that make a big difference.

Prep and gather necessary materials ahead of time. This can be done before school or anytime when your students are not in the classroom. I even go as far as tearing strips of tape and forming tape loops for my anchor charts ahead of time.

Along that same line, have the materials you will need for your focus lesson within reach. Play lessons should truly be quick. So you do not want to waste precious time by searching around for something you need for your lesson.

Here is a cold hard truth: your focus lesson will crash and burn if you do not grab your students' attention out of the gate. But no worries! This can be done quickly and easily. There are countless ways in which you can hook your students. For example, I have a that I like to wave around and say, "Henry, Henry, I see you! Making green choices. Bippity boppity boo!" I repeat this chant a few times as a way to gently encourage my kiddos to settle in and focus. Then when I have their attention, I immediately begin the play lesson.

I have said it before and I will say it again: do not underestimate the power of dramatics! Using big gestures, expressive facial expressions, as well as a range in voice level and intonation are just a few ways to be a little extra during your play lessons. The more you are into the lesson, the more your students will buy in too.

End each play lesson on a positive and predictable note. If you have ever used the Teachers' College Readers and Writers Workshop curriculum, you may be familiar with Lucy Calkin's phrase, "Okay, readers / writers, off you go!" That is how she signals the transition from her mini lesson to reading / writing time. In our 4K classroom, at the conclusion of each focus lesson, I always say, "Okay, let's not delay, it's time to play!" and my students say, "Hip hip hooray!"

It is tempting for some littles to run around and horseplay on the carpet during clean-up time. For this reason and others, it is important to create a calm transition to the carpet. In our classroom, we ring the wind chimes to signal clean-up time. Then, I move directly to the carpet and help my students pick up. My presence there minimizes the likelihood of a brawl breaking out. We also sing a clean-up song, then I play our YouTube playlist of clean up songs.

Resources and Tools to Help You with Play Lessons

Play Workshop Lesson Plans and Teaching Materials Product Line

If you are anything like my past self (the one who was brand new to 4K), you are ecstatic about Play Workshop. Perhaps you may also be thinking, "But I do not have time to write play lesson plans on top of everything else!" Believe me, I 100% get you!

Perfect Read Aloud Books for Play Lessons

Earlier in this post, I pointed out that reading aloud books (that connect to your teaching point) is an excellent strategy for your focus lessons. Here is a short list of published books that you may want to consider adding to your collection:
"There are a ton of different ways of practicing early childhood education. There are a lot of people that really, truly believe that we just have to let children play. Now, there are also a lot of people that want to put them in desks and not let them play at all. I am absolutely a middle ground person. I'm a middle ground everything. There's a great quote by Pearson who says he is radically in the middle. And that is me with a lot of things because I see the good and the bad with everything. If we swing too far anywhere, it is not going to get us anywhere when we need to be right here."
Helpful Teaching Tools to Use During Play Lessons

We Pre-K and Kindergarten teachers know the power of a great prop. Below is a short list of teaching tools that I use during our play lessons.

feather boa → When I taught first grade, I wore a feather boa when I modeled a writing skill. I also wore a pink superhero cape when I modeled a reading skill. So I thought, "Why not bring this strategy to 4K?" For example, when I model how to draw a plan for my play during a focus lesson, I make sure to pop on my feather boa first. It acts like a signal to my students: "Look here! I am about to show you something important!"

microphone → When students are sharing their ideas during our focus lessons, we often use a toy microphone. I purchased one similar to this at Dollar Tree years and years ago and it is still in good shape. If you want to be extra fancy, you could grab a karaoke microphone . Either would work well and they both serve the same purpose. This is to encourage students to share their ideas AND listen to the ideas of their classmates.

class pet or mascot → The phenomenal Jamie White of Play to Learn Preschool and her Betsy the Blackbird inspired me to start using a puppet as a class pet. Our class pet is , who is a wildcat (which is our school mascot). My students LOVE him so much! Former students even come back to visit him. Anway, we use Whiskers often during our play lessons. He is great at helping me teach our focus skills. My students always listen to him far more than they listen to me!

If you use other props during your play lessons, I would LOVE to hear about them. Please leave a comment at the bottom of this blog post, send me an email (the.cream.city.teacher@gmail.com), or direct message me on . Seriously! I love to add tools to my teaching toolkit and would love to hear about what works for you.

Play Workshop Is the Way to Teach Into Play!

Powerful Words to Think About

In a (totally worth listening to) podcast episode hosted by Vanessa Levin of , the guest speaker made an excellent point that hit home for me. Allison McDonald of No Time for Flash Cards said the following:

When Allison said this, all of the fireworks went off in my heart and head. This is 100% how I feel as a Pre-K educator as well. It is for that reason that I am such a strong proponent of the Play Workshop approach.

Play Workshop is the way to teach into play! More specifically, our focus lessons at the beginning of Play Workshop are the perfect opportunity to teach those important skills. These are often skills that our students will use throughout life.

Your Turn, Teacher!

If you want to level up your Free Choice Play block of your school day and transition to a Play Workshop approach, then adding in a play lesson is your first step. Here are 3 action items to get started.

After you have collected sufficient notes, look them over and think about what skills are currently missing in your classroom. Are your students struggling to problem solve when issues arise during play? Are your students bouncing around from activity to activity without reaching a deep level of play? The skills that your students are lacking currently are your teaching points.

Think about and plan how you can teach those skills during a focus lesson immediately before your students go off to play. Re-read the tips in this blog post as you are thinking about the HOW of your play lesson.

If you found this blog post to be helpful, YAY! Pass it on to a teacher friend who might enjoy it as well. Be sure to create a pin on Pinterest by hovering over the image and clicking on the pink "Pin!" button. That way, you can always come back to this blog post when you need some inspiration for planning your play lessons.

# data[].attributes.attachment_link.title
How to Use Purposeful Play Lessons to Intentionally Teach Into Your Students' Play Every Day - The Cream City Teacher

# data[].attributes.attachment_link.description
Play lessons are the answer for Pre-K and Kindergarten teachers who are interested in teaching through play! Learn tips and tricks for...

# data[].attributes.headline
Parent Resources - Setting Up Library Center 

# data[].attributes.subject
Parent Resources - Setting Up Library Center 

# data[].attributes.body
Studies have shown that children who have been exposed to library preschool programs showed a greater number of emergent literacy behaviors and pre-reading skills than those in a control group – the greater the exposure, the greater the involvement!

Books are very important for young children. A book center can help stimulate children's imagination and creativity while also building language skills. The book center is a great place for adults to read to children and for children to spend time looking at pictures and interacting with different books.

# data[].attributes.attachment_link.title
Tips for Setting up your Preschool Library Center

# data[].attributes.attachment_link.description
Tips and suggestions for creating a Reading & Library Space for preschoolers

# data[].attributes.body
Creative Thinking & Imagination:​ ​Looking at and creating art nurtures a child's early critical thinking and helps them learn to creatively solve problems. Children learn to be flexible thinkers who are able to adapt to new situations and find new ways of doing things.

# data[].attributes.attachment_link.title
How to set up an arts corner for children?! (step-by-step guideline)

# data[].attributes.headline
Parent Resource - How Math Manipulatives Can Help Kids Learn

# data[].attributes.subject
Parent Resource - How Math Manipulatives Can Help Kids Learn

# data[].attributes.body
Research shows that when manipulatives in mathematics are used effectively, student understanding and engagement increases because manipulatives aid in the understanding of visual concepts through the use of visuals, scaffolding learning, and engaging students in learning.

# data[].attributes.attachment_link.readable_text
Have you ever visited a new city and felt confused about finding your bearings -- even if you had a map and directions? After a few days you probably got a feel for the area, and even if you became lost from time to time, you could count on familiar landmarks to help you on your way. And with enough exploring, most likely you ventured with more confidence wherever you needed to go.

We can think of the value of firsthand experiences for learning mathematics in a similar way. Math has many areas -- patterns, measurement, geometry, statistics, probability, and more -- and they're often unfamiliar, abstract, and confusing to students. We need to help children develop the ability and confidence to find their way around in each of these areas, see how they connect, and know what to do should they forget a fact or procedure. Here are five reasons manipulative materials do just that:

1. Math Manipulatives help make abstract ideas concrete. A picture may be worth a thousand words, but while children learn to identify animals from picture books, they still probably don't have a sense about the animals' sizes, skin textures, or sounds. Even videos fall short. There's no substitute for firsthand experience. Along the same lines, manipulatives give students ways to construct physical models of abstract mathematical ideas.

2. Math Manipulatives lift math off textbook pages. While we want students to become comfortable and proficient with the language of math--everything from the plus sign to the notations of algebra--words and symbols only represent ideas. Ideas exist in children's minds, and manipulatives help them construct an understanding of ideas that they can then connect to mathematical vocabulary and symbols.

3. Math Manipulatives build students' confidence by giving them a way to test and confirm their reasoning. One goal of the National Council for the Teachers of Mathematics Standards is to build students' confidence with mathematics bu using math manipulatives . If students have physical evidence of how their thinking works, their understanding is more robust.

4. Math Manipulatives are useful tools for solving problems. In searching for solutions, architects construct models of buildings, engineers build prototypes of equipment, and doctors use computers to predict the impact of medical procedures. In the same way, manipulative materials serve as concrete models for students to use to solve problems.,

5. Math Manipulatives make learning math interesting and enjoyable.Give students the choice of working on a page of problems or solving a problem with colorful and interestingly shaped blocks, and there's no contest.Manipulatives intrigue and motivate while helping students learn.

# data[].attributes.attachment_link.description
What are math manipulatives and why is my child using them in school?

# data[].attributes.headline
Teacher Resource - Talking with Parents about Play and Learning

# data[].attributes.subject
Teacher Resource - Talking with Parents about Play and Learning

# data[].attributes.body
Here are nine suggestions for communicating the importance of play to families. You’ll find explanations and examples of these ideas in the article.

1. Use words that will help parents understand play, learning, and development.

2. Describe different types of play to expand families’ understanding of what play is.

3. Offer opportunities to analyze the connections between play, learning, and development.

4. Provide time for parents to observe play, engage in play, and reflect on learning and development.

5. Post images of children playing and learning—both indoors and out. Label them with information about what the children are learning.

6. Use newsletters or blogs to reinforce the connections between center activities and learning.

7. Become more comfortable talking about play and learning. Practice with a colleague.

8. Explain key play materials in your preschool setting and how to use them at home.

9. Provide books, articles, and other resources during enrollment, then share more at parent meetings and home visits.

# data[].attributes.headline
Parent Resource - Dramatic Play Importance 

# data[].attributes.subject
Parent Resource - Dramatic Play Importance 

# data[].attributes.body
Dramatic play helps teach empathy and understanding because children can 'take a walk in someone else's shoes' and think about how they would behave, feel, and react. During dramatic play with each other, preschoolers are learning how to negotiate, cooperate, and navigate group dynamics.

# data[].attributes.attachment_link.title
The Impact of Dramatic Play in Early Childhood Education

# data[].attributes.attachment_link.description
Dive into the benefits of dramatic play in early childhood education. Learn about its benefits for children and how to implement it in your classroom.

# data[].attributes.attachment_link.title
5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning

# data[].attributes.body
Adverse Childhood Experiences or ACES
are potentially traumatic events in an
individual’s childhood (0-17 years). ACES
that children may endure include
experiencing entities such as violence,
abuse, or neglect. These experiences are
relatively common, especially amongst
woman and other minority groups as they
are the most at risk for ACES.

# data[].attributes.headline
Familiy Resource - Stress and the Brain - Contact Information for Wexford 

# data[].attributes.subject
Familiy Resource - Stress and the Brain - Contact Information for Wexford 

# data[].attributes.body
Anyone, including a child, who suspects child abuse or neglect, can make a report to MDHHS by calling 855-444-3911.

# data[].attributes.headline
Parent Resource - Fact Sheet to Understand Trauma

# data[].attributes.subject
Parent Resource - Fact Sheet to Understand Trauma

# data[].attributes.body
This factsheet discusses the nature of trauma, its effects on children and youth, and ways to help your child. By increasing your understanding of trauma, you can help support your child’s healing, your relationship with him or her, and your family as a whole.

# data[].attributes.body
Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the process and to tailor services to meet those needs.

# data[].attributes.attachment_link.title
Conducting a Quick Screen for Trauma - Child Interview

# data[].attributes.headline
Teacher Resource - Assessing and Improving Trauma Informed Care in a Children’s Advocacy Center

# data[].attributes.subject
Teacher Resource - Assessing and Improving Trauma Informed Care in a Children’s Advocacy Center

# data[].attributes.body
This webinar reviewed the use of the National Child Traumatic Stress Network (NCTSN) Trauma-Informed Organizational Assessment (TIOA) tool for the assessment of a children’s advocacy center. It discussed how changes in that organization could improve staff skills and services provided to children and youth that have experienced trauma.

# data[].attributes.attachment_link.provider_name
Office of Juvenile Justice and Delinquency Prevention

# data[].attributes.attachment_link.readable_text
Disclaimer:

Opinions or points of view expressed in these recordings represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these recordings are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice.

# data[].attributes.attachment_link.title
Assessing and Improving Trauma Informed Care in a Children's Advocacy Center | Office of Juvenile Justice and Delinquency Prevention

# data[].attributes.attachment_link.description
This October 20, 2020 webinar, hosted by Western Regional Children's Advocacy Center and OJJDP's NTTAC, was the last in a series of three webinars that focused on the assessment of children's advocacy centers as trauma-informed providers of care to children and youth experiencing trauma.

# data[].attributes.headline
Parent Resource - Adult Trauma Assessments

# data[].attributes.subject
Parent Resource - Adult Trauma Assessments

# data[].attributes.body
Universal screening for trauma history and trauma-related symptoms can identify individuals at risk of developing more pervasive and severe symptoms of traumatic stress. Screening is the process by which an individual is determined to be appropriate and eligible for admission to services.

# data[].attributes.attachment_link.readable_text
The Global Psychotrauma Screen (GPS) is a brief instrument meant to screen for a range of trauma-related psychological problems, as well as for risk and protective factors. It was developed by an international group of experts representing traumatic stress societies worldwide and is available in more than 25 languages.

# data[].attributes.attachment_link.description
Resources for clinicians, including test materials, treatment manuals and other assessment resources, focused on PTSD assessment and treatment.

# data[].attributes.headline
Teacher Resource - Early Screening Inventory

# data[].attributes.subject
Teacher Resource - Early Screening Inventory

# data[].attributes.body
The Early Screening Inventory, Third edition or better known as ESI-3 is an individually administered screening instrument that helps identify children who may need special education services.

# data[].attributes.headline
Parent Resource - Free Book a Month Until Age 5

# data[].attributes.subject
Parent Resource - Free Book a Month Until Age 5

# data[].attributes.body
Sign up online at: www.usa.imaginationlibrary.com or mail the attached form.
For any questions or problems please email us at: wmisdimaginationlibrary@gmail.com,
Visit our website: www.wmgreatstart.org

Or ”Like” us on Face Book: Wexford Missaukee Manistee Early Childhood Connection.

# data[].attributes.headline
Teacher Resource - Strengthening Families  

# data[].attributes.subject
Teacher Resource - Strengthening Families  

# data[].attributes.body
From a professional development, ideas that educators in the community collaboratively came up with to help build relationships with families.

# data[].attributes.body
It is important to understand that your morning routine serves as the foundation for your family’s entire day. You can create a morning routine that not only helps your day to begin more smoothly, but also teaches your child important skills that he needs to become more independent and confident. A morning routine can also reduce challenging behavior such as crying, whining and tantrums.

# data[].attributes.body
Anger is a feeling all parents and children experience from time to time. The goal is not to try to get rid of anger in your child or yourself, but rather to teach your child useful and acceptable ways to manage her feelings. You can teach your child that anger is a natural, healthy emotion and like other emotions (i.e. joy, sadness, frustration), anger needs to be expressed appropriately.

# data[].attributes.body
Listening and following directions are skills that children learn through their daily interactions. When children do not follow directions, for any reason, it can be extremely frustrating for parents. You can increase the chances that your child will listen and successfully follow your directions when you make sure that your direction is clearly stated and you follow through.

# data[].attributes.headline
Teacher Resource - Warning Signs/ Different Reactions to Trauma

# data[].attributes.subject
Teacher Resource - Warning Signs/ Different Reactions to Trauma

# data[].attributes.body
This video was created as a visual tool for understanding reactions to traumatic experiences at different ages, and to highlight the powerful role of caring adults. As you watch, notice, consider, and reflect upon your own feelings and reactions.

# data[].attributes.attachment_link.title
A Child’s Perspective of a Traumatic Experience - Sesame Workshop

# data[].attributes.attachment_link.description
This video was created to help us understand reactions to traumatic experiences at different ages, and to highlight the powerful role of caring adults.

# data[].attributes.headline
Teacher Resource - How Does Trauma Affect a Person’s Interaction with Their Child?

# data[].attributes.subject
Teacher Resource - How Does Trauma Affect a Person’s Interaction with Their Child?

# data[].attributes.body
In the video below, Ruth Lanius, MD, PhD describes what we’re discovering about the connections between a parent’s trauma and their child’s developing brain.

Take a look – it’s about 4 minutes.

# data[].attributes.attachment_link.readable_text
Trauma can change the brain . . .

. . . but the person who experienced the trauma may not be the only one whose brain changes.

In the video below, Ruth Lanius, MD, PhD describes what we're discovering about the connections between a parent's trauma and their child's developing brain.

Take a look - it's about 4 minutes.

How have you seen trauma affect a person's interaction with their child? Please leave a comment below.
For information on how to help clients reclaim what's been lost to trauma, please click here.

# data[].attributes.attachment_link.title
How Does Trauma Affect a Person's Interaction with Their Child? - NICABM

# data[].attributes.attachment_link.description
Trauma can change the brain . . . . . . but the person who experienced the trauma may not be the only one whose brain changes. In the video below, Ruth Lanius, MD, PhD describes what we're discovering about the connections between a parent's trauma and their child's developing brain.

# data[].attributes.headline
Helping Resource Parents and Caregivers Embrace Trauma-Responsive Parenting Strategies

# data[].attributes.subject
Helping Resource Parents and Caregivers Embrace Trauma-Responsive Parenting Strategies

# data[].attributes.body
A parent support specialist and mother of a daughter with FASD discusses the parenting strategies needed for children who have experienced trauma, including trauma in-utero, such as fetal alcohol spectrum disorders.

# data[].attributes.attachment_link.title
Helping Resource Parents and Caregivers Embrace Trauma-Responsive Parenting Strategies

# data[].attributes.body
Many parents are overworked and exhausted. In fact, a recent study showed that moms works an average of 98 hours per week! Parents also survive with minimal free time. The average mom gets only 17 minutes of free time to herself each day.

Take a look at some self-care ideas to keep your mind and body healthy.

# data[].attributes.attachment_link.readable_text
Many parents are overworked and exhausted. In fact, a recent study showed that moms works an average of 98 hours per week! Parents also survive with minimal free time. The average mom gets only 17 minutes of free time to herself each day. Another surprising source of parents' weariness is feeling out-of-sorts or lonely due to complex changes in relationships with friends, partners, or family. Research suggests that loneliness-not just overwork-contributes to a feeling of burnout.

It's essential that parents care for themselves-first, for their own well-being, but also because any effort they put into self-care also has huge payoffs for their children. When parents "fill their own cups," they have more patience, energy, and passion to spread to their families.

New research shows that people can be taught to embrace self-care strategies to minimize the effects of burnout, including depersonalization, emotional exhaustion, and stress perception.

Here are a few self-care strategies to help parents strengthen relationships, be compassionate toward themselves, and renew their energy:

1. Journal for 20 minutes. Write in a free-flowing stream-of-consciousness style. Notice feelings that are just under the surface.

2. Turn on uplifting music-maybe a song with a strong message you need to hear, some rock and roll song you loved in high school, African drumming, flute music, or a catchy pop single.

3. Write and send a sweet card to someone-a birthday card, a "thinking of you" card, a "get well" card, a "congratulations" card, or a "no-reason" card.

4. Make yourself a nice drink like chamomile tea, hot chocolate, or juice-and sip it slowly.

5. Schedule at least one uninterrupted hour with a close friend-out for coffee or a drink, on the phone, out for dinner, or out for a walk.

6. Color a picture from a coloring book with or beside your child. Take your time.

7. Go on a social media kindness spree-use 20 minutes to post nice comments on people's social media or through messenger.

8. Make a cozy spot-make a blanket fort with your kids and climb in it with them (resting and hiding and giggling).

9. On a single piece of paper, write down three things that are weighing on you, stressing you, or bothering you; put a dash after each one with a single action-step that may help relieve it.

10. Plan a special one-on-one date with your child-e.g., hiking, painting pottery, or going to a minor-league baseball game.

11. Call a friend or loved one. Say, "I'm having a hard time with this. Do you mind if I talk this out with you?"

12. Go for a walk (preferably in the woods or near water).

13. Download a gratitude app and record what you're thankful for (e.g., a short commute, a great babysitter, a cozy home).

14. Engage in a small bit of service-e.g. make fudge for your grandma, call your congressperson about an issue of importance, shovel someone's walk, get a partner's car washed, or answer a few questions on freerice.com.

15. Do a short meditation by closing your eyes, breathing deeply, focusing on your breath, and saying, "All sounds return to the breath, all thoughts return to the breath, all distractions return to the breath."

16. Do a single tiny household chore that's been bothering you: empty one drawer, give away one bag of clothes, or clean one shelf of your fridge. Pat yourself on the back for completing it.

17. Sit on the couch and put your feet up and close your eyes-take a catnap or a daydream nap. Notice what shows up when you close your eyes.

18. Let yourself be blue for a bit. Cuddle under a blanket, play sad bluesy music, eat chocolate ice cream, or cry.

19. Get your nails done. Pick an off-the-wall color for your toes.

20. Follow the "rule of three": always be consciously aware of three things that you're looking forward to.

21. Write down one goal or intention you have for the week and post it on your fridge. Take everything else (like magnets, pictures, art projects, to-do lists, etc.) off your fridge.

Relationships Essential Reads

22. Think of one activity you could cut out of your schedule that you wouldn't miss at all. Cut it out of your schedule.

23. Choose something that you're going to savor today-taking a shower, riding the train, walking, chopping wood, reading a celebrity magazine, etc. "Savor" it instead of just "doing" it.

24. Go somewhere local that you've never been before-a new forest preserve, a new park, a new beach, a different library, a conservatory, etc.

25. Think of one way you compare yourself to others and feel bad about it-remind yourself that you rarely see the hard parts of people's lives because they purposely hide them or keep them private.

These ideas have been excerpted from the book Joy Fixes for Weary Parents , by Erin Leyba, Ph.D.

Copyright 2017 Erin Leyba.

I am a counselor in Chicago's western suburbs and the author of Joy Fixes for Weary Parents: 101 Quick, Research-Based Ideas for Overcoming Stress - and Building a Life You Love (New World Library); visit my website or find me on Facebook.

# data[].attributes.attachment_link.description
Quick ideas to renew energy, strengthen relationships, and be good to yourself.

# data[].attributes.body
Within this resource you will find personal self-care stories from other parents. They share their stories about how self-care has impacted their life in a positive way. Other resources can be found within this site. Such as developmental milestones by age, self-care lessons, how to make time for yourself ideas, and so much more.

# data[].attributes.attachment_link.readable_text
We ask mental health experts with kids how they look after their own well-being.

Parenting is hard. It's a full-time job and many parents find themselves prioritizing their family's well-being before their own.

When we are able to meet our own mental and physical needs, it not only benefits our well-being, but our children's as well.

But how do you make it happen? We asked three mental health experts, who are also parents, how they do it.

Hear from Dr. Lisa Damour, Sonali Gupta and Dr. Hina Talib on how they prioritize self-care, the activities they practice and the benefits they have witnessed for their families.

Jump to:

If you haven't started yet, then now is always a good time to make space for self-care.

Sonali Gupta

Lisa: Very often, I think parents assume that taking time for themselves means that they are taking time away from their children. But this isn't true. When we care for ourselves, we are better able to care for our children. And caring for ourselves underscores for our children the importance of self-care while also showing them how it's done.

Hina: Self-care is something that can be done a few minutes at a time, it is like a habit that takes some effort to create, but then is always there with you. But self-care can also mean asking for help when you need it at home, at work, from family and sometimes from therapists or other mental health clinicians.

Sonali: If you haven't started yet, then now is always a good time to make space for self-care. It's a big step towards self-compassion and resilience. Be gentle with yourself and others as you begin to start your self-care journey. Turning small practices into rituals takes time and at the same time it's an investment towards our mental well-being.

Sonali: The time I take out for myself is what I call my 'Pause Rituals' - a conscious pause in the day followed by rituals that are self-soothing at a physical, mental and social level. I came up with this term after I struggled with burnout about 10 years ago. The key is to focus on just one thing when engaging in these self-soothing practices and to build it into the day, even if it means 10 minutes on a very busy day. I go for a walk alone at a fixed time every day, meditate and listen to soothing sounds in the morning, take a 15-minute power nap (more if I can) and spend time reading non-fiction. Building time for fun and play is also something that I see as self-care. As a therapist and a parent, my pause rituals have served as a sacred space for me.

Hina: As I get older, I find myself returning to these basic life ingredients for my own well-being: moving my body, breathing, getting enough sleep, putting my phone down, and eating more fruits and vegetables. When I feel my mental health is strong, I realize I am doing these things. Whenever I start to struggle with my mental health, I look to do more of these things. Of course, when I have the time, I like to add in stretching, yoga and just talking to my parents, other family members and friends. Just a few minutes of hearing their voices and sharing my thoughts settle me.

Lisa: As a psychologist I know that sleep is the glue that holds human beings together, so I make a point of protecting my ability to fall asleep quickly and stay asleep at night. To help myself fall asleep quickly, I try to slow things down in the evenings. Like many people, I have found that it's almost impossible for me to fall asleep shortly after I've been busy with any kind of highly engaging activity. To help myself stay asleep at night, I try to get regular exercise and lots of fresh air, both of which help me sleep more soundly.

My thinking always feels clearer when I let my mind wander wherever it needs to go.

Dr. Lisa Damour

Hina: Time for self-care feels out of reach for me - it literally slips through my fingers as I run around parenting my two young children and completing the tasks of my day job. I always feel on duty. I prioritize self-care by baking it into my routines with my children and at work. When I brush my teeth, I practice mindfulness, while I cook, I talk to my family or friends, during bedtime with the children, I hold some yoga poses. I breathe deeply often at work in between meetings and try to put my phone away when the day is done, but this is hard for me.

Lisa: One thing that has really helped me as a mom has been to make the most of the quiet time that I have to myself. In the past, I would listen to music or talk to friends on the phone while folding laundry or making dinner, but I have come to appreciate the benefit of doing simple tasks in silence, especially when my mind feels cluttered. I find that I am able to reflect on things that are weighing on me and come up with creative solutions to the challenges I'm facing. My thinking always feels clearer when I take advantage of opportunities to let my mind wander wherever it needs to go.

Sonali: I have come to see self-care as an activity that needs daily attention. On days I don't get time to build self-care, I feel overwhelmed, wired and anxious. My family and I have chosen to openly talk about the big feelings we may be experiencing, like when we feel overwhelmed and overburdened. Over the years all of us, including my husband and daughter, have talked to each other about how self-care, and taking some time for ourselves, allows us to feel more centered and operate from a place of calm.

If I do not prioritize my own mental health and well-being, I do not show up with my best foot forward as a parent.

Dr. Hina Talib

Lisa: When I'm well-rested and my mind is clear, I am much more patient with my children and a lot more fun to be around. After a good night's sleep, I have energy to play, host a "kitchen dance party," or come up with other ways to enjoy my daughters' company. And when I'm not distracted by my own concerns, I am much better able to focus on my girls and what they need from me.

Sonali: Our practices of self-care have helped deepen my family's resilience. Self-care brings about a sense of calm and this calm can be also contagious, which helps us in tough moments. Self-care has helped us respect each other's space, unique needs and at the same time, built space for compassion and empathy towards each other.

Hina: Some of my proudest moments in parenting is when I catch my young children deep-breathing to find their calm when they have hard feelings - something they have watched me model in front of them often. I love when they ask me to do some bedtime yoga or when they just start doing it themselves. I have learned that if I do not prioritize my own mental health and well-being, I do not show up with my best foot forward as a parent.

About the experts

Dr. Lisa Damour (@lisa.damour) is a psychologist, author, New York Times contributor and mother of two.

Sonali Gupta (@mentalhealthwithsonali) is a clinical psychologist, therapist, author, columnist and mother to a teenage daughter.

Dr. Hina Talib (@teenhealthdoc) is a pediatrician and adolescent medicine specialist, writer, teen media creative and mother of two.

# data[].attributes.attachment_link.description
We ask mental health experts with kids how they look after their own well-being. Parenting is hard. It's a full-time job and many parents find themselves prioritizing their family's well-being before their own. When we are able to meet our own mental and physical needs, it not only benefits our well-being, but our children's as well.

# data[].attributes.headline
Teacher Resource - What's the Best Treatment for PTSD in Children?

# data[].attributes.subject
Teacher Resource - What's the Best Treatment for PTSD in Children?

# data[].attributes.body
In the video above, Joan Kaufman, PhD, of the Department of Psychiatry at Yale University, discusses the different stages of trauma-focused cognitive behavior therapy, or TF-CBT, the best evidence-based intervention for children who have impairing reactions to traumatic events. One key insight, she says, is that caregivers and children must work together, and that clear communication and understanding can make all the difference.

# data[].attributes.attachment_link.readable_text
In the video above, Joan Kaufman, PhD, of the Department of Psychiatry at Yale University, discusses the different stages of trauma-focused cognitive behavior therapy, or TF-CBT, the best evidence-based intervention for children who have impairing reactions to traumatic events. One key insight, she says, is that caregivers and children must work together, and that clear communication and understanding can make all the difference.

Trauma-focused CBT is the treatment that's been developed for children with post-traumatic stress disorder that has the strongest evidence base to date. It has multiple components. The first component is psychoeducation, and it involves both the parent and the child. The first thing is both the parent and the child need to learn what are normal trauma responses. For individuals with a history of trauma who might meet criteria for post-traumatic stress disorder, it can be a very unnerving experience. You frequently have flashbacks, you may hear the perpetrator's voice, you have trouble sleeping, trouble concentrating, you may feel cranky and irritable. And to understand that these are all part of a syndrome, and common experiences for people who have been through the type of things that you went through, in and of itself is therapeutic. And it also helps the parent make sense of what the kid is experiencing, and understanding that trauma triggers often elicit some negative behaviors. So if a child has been exposed to domestic violence, yelling can be a trigger. Running into a perpetrator is often going to elicit extreme anxiety and might also elicit irritability. So starting to get a catalog of what are those things that elicit these symptoms helps you begin to get control of it. So psychoeducation is the first component.

The second is skills-building. Being able to develop a sense of skills to deal with extreme anxiety: Relaxation training, thought-stopping techniques for recurrent memories. And the training and skills the parent wants are, how do I manage the child when they get irritable or they may be oppositional or they don't want to sleep. What are some skills I can use that will help them manage those behaviors and not have things escalate?

Once there's a set of skills and feeling like some sense of mastery, then the next major component is the trauma narrative, which is basically a revisiting of the trauma: Telling the story, and also the cognitions and the thoughts that go along with it. One of the core symptoms of PTSD is avoidance, and there's that sense of, "I'll be fine if I just don't think about it." But the reality is, it comes back, and our experiences shape us. And by taking it out of the box and examining it, it allows us to pack it up and really put it away. If we just shove it in there, you can't really close the suitcase. And it's important that oftentimes when things have happened to you, how you make sense of it affects how you feel about yourself.

I remember one adult saying to me she couldn't remember what she did that made her father want to choke her. And the reality is that there's nothing that justifies a parent choking a child. But yet she had this sense of, "I'm really not worthwhile." And so, taking out and examining what are the thoughts you have as to why things happened, is really - it's called trauma-focused CBT because it does have cognitive behavior therapy elements, where you look at the cognitions and how that affects your emotions and how that affects your behaviors. You make those links and then lots of times you can realize that the way you made sense of the horrible things that happened to you - it's not because you were a bad person, it's not because you deserved it, it's not because you should have been able to stop it and you couldn't have. That you can then put these things away without all those negative thoughts about yourself.

After the trauma narrative is created (and it can be done in multiple ways - actually writing a story, or some children do it with cartoons or drawings), it's something that's shared with the caregiver. And it's a really important process, that these are not experiences and thoughts that are alone in the child's head, but that the parent and the child have a way of talking and communicating about these things.

So over time, TF-CBT has been found to lead to reduction not just in PTSD symptoms, but in behavioral symptoms with these gains really maintained over time. In the state of Connecticut, since we have implemented trauma-focused CBT, the number of kids in the Child Protective Services system needing inpatient psychiatric care has gone down enormously. Before system-wide we were offering this treatment, about 65% of child psychiatric inpatients were kids who were involved in the system due to abuse or neglect. It's now down to about 30%, and I think addressing the trauma symptoms really has allowed an enormous number of children to kind of get back on track and be kids again.

# data[].attributes.attachment_link.title
What's the Best Treatment for PTSD in Children? - Child Mind Institute

# data[].attributes.attachment_link.description
Dr. Joan Kaufman of the Department of Psychiatry at Yale University discusses the four stages of trauma-focused cognitive behavior therapy.

# data[].attributes.headline
Parent Resource - 3 Ways to Help Children Cope with Trauma 

# data[].attributes.subject
Parent Resource - 3 Ways to Help Children Cope with Trauma 

# data[].attributes.body
1. Reassure

Remind your child that they are safe and loved.

2. Return to routine

Try to maintain regular daily routines. These can promote a sense of safety and normalcy for your child and let them know what to expect.

3. Regulate

Help your child learn "self-regulation" skills to calm themselves and manage their emotions and behaviors.

# data[].attributes.attachment_link.readable_text
There are many important ways parents and caregivers can help children who have had traumatic experiences. Some of the most important ones are helping them to feel safe, learn healthy routines, identify and manage their emotions and behavior, and build resilience.

To help your child cope after troubling events, it helps to remember the 3 Rs: reassure, return to routine, and regulate.

Remind your child that they are safe and loved.

Use words and touch (high fives, for example, or hugs if appropriate), and extra one-on-one time.

Reflect with the child and let them know that it's OK to feel what they're feeling. Try to see the world through their eyes.

Create safe spaces in the home. Let them make a tent in their bedroom or designate a "safe chair" just for them.

2. Return to routine

Try to maintain regular daily routines. These can promote a sense of safety and normalcy for your child and let them know what to expect.

Keep dependable routines for meals, bedtime, and time for homework or chores. Depending on age, creating visual schedules and prompts can help. Try to build in time for relaxing activities, such as family walks.

Explain any changes in the schedule ahead of time. Consider having special routines before and after schedule changes, such as reading the same story, playing the same game, or eating the same meal.

Help your child learn " self-regulation" skills to calm themselves and manage their emotions and behaviors.

Consider relaxation techniques such as belly breathing, stretching, and yoga poses, and tensing and releasing muscles.

In times of calm, play feeling charades -acting out being hungry, proud, or disappointed, for example.

Talk about where in the body your child feels the emotion, such as the chest, stomach or head. Name different feelings with different colors.

Practice skills to use when they get upset or angry, such as deep breathing, seeking an adult, or taking a break for active play or exercise.

Helping your child heal from trauma

It may take your child time to learn to identify and manage feelings after a scary or upsetting event.

When your child is having a hard time or strong reactions, try to talk with them at eye level. Stay calm and speak in a relaxed tone. Stay close until your child is calmer and able to connect. Remember not to take their actions personally.

Talk with your child's pediatrician for more parenting tips on helping your child cope after trauma.

More information

American Academy of Pediatrics and Pediatric Approach to Trauma, Treatment and Resilience (Copyright © 2021)

# data[].attributes.attachment_link.keywords[]
parenting after trauma; resilience; positive parenting; self-regulation; childhood trauma; trauma informed parenting; aces; adverse childhood experiences; healthy routines; parenting a traumatized child; parenting kids with trauma; toxic stress

# data[].attributes.attachment_link.title
Childhood Trauma: 3 Ways to Help Kids Cope

# data[].attributes.attachment_link.description
To help your child cope after troubling events, it helps to remember the 3 Rs: reassuring, returning to routine, and regulation.

# data[].attributes.headline
Parent Resource - Recognizing and Treating Child Traumatic Stress

# data[].attributes.subject
Parent Resource - Recognizing and Treating Child Traumatic Stress

# data[].attributes.body
As a family member or other caring adult, you can play an important role. Remember to:

Assure the child that he or she is safe. Talk about the measures you are taking to get the child help and keep him or her safe at home and school.

Explain to the child that he or she is not responsible for what happened. Children often blame themselves for events, even those events that are completely out of their control.

Be patient. There is no correct timetable for healing. Some children will recover quickly. Others recover more slowly. Try to be supportive and reassure the child that he or she does not need to feel guilty or bad about any feelings or thoughts.

# data[].attributes.attachment_link.readable_text
Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

Types of Traumatic Events

Childhood traumatic stress occurs when violent or dangerous events overwhelm a child's or adolescent's ability to cope.

Traumatic events may include:

Neglect and psychological, physical, or sexual abuse

Natural disasters, terrorism, and community and school violence

Witnessing or experiencing intimate partner violence

Commercial sexual exploitation

Serious accidents, life-threatening illness, or sudden or violent loss of a loved one

Refugee and war experiences

Military family-related stressors, such as parental deployment, loss, or injury

In one nationally representative sample of young people ages 12 to 17:

8% reported a lifetime prevalence of sexual assault

17% reported physical assault

39% reported witnessing violence

Also, many reported experiencing multiple and repeated traumatic events.

It is important to learn how traumatic events affect children. The more you know, the more you will understand the reasons for certain behaviors and emotions and be better prepared to help children and their families cope. Learn more about the types of trauma and violence and types of disasters.

Signs of Child Traumatic Stress

The signs of traumatic stress are different in each child. Young children react differently than older children.

Preschool Children

Fearing separation from parents or caregivers

Crying and/or screaming a lot

Eating poorly and losing weight

Having nightmares

Elementary School Children

Becoming anxious or fearful

Feeling guilt or shame

Having a hard time concentrating

Having difficulty sleeping

Middle and High School Children

Feeling depressed or alone

Developing eating disorders and self-harming behaviors

Beginning to abuse alcohol or drugs

Becoming sexually active

For some children, these reactions can interfere with daily life and their ability to function and interact with others.

Impact of Child Traumatic Stress

The impact of child traumatic stress can last well beyond childhood. In fact, research shows that child trauma survivors are more likely to have:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health services, including mental health services

Increased involvement with the child welfare and juvenile justice systems

Long term health problems, such as diabetes and heart disease

Trauma is a risk factor for nearly all behavioral health and substance use disorders.

What Families and Caregivers Can Do to Help

Not all children experience child traumatic stress after experiencing a traumatic event, but those who do can recover. With proper support, many children are able to adapt to and overcome such experiences.

As a family member or other caring adult, you can play an important role. Remember to:

Assure the child that he or she is safe. Talk about the measures you are taking to get the child help and keep him or her safe at home and school.

Explain to the child that he or she is not responsible for what happened. Children often blame themselves for events, even those events that are completely out of their control.

Be patient. There is no correct timetable for healing. Some children will recover quickly. Others recover more slowly. Try to be supportive and reassure the child that he or she does not need to feel guilty or bad about any feelings or thoughts.

Review NCTSI's learning materials for parents and caregivers, educators and school personnel, health professionals, and others.

Treatment for Child Traumatic Stress

Even with the support of family members and others, some children do not recover on their own. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope with the impact of traumatic events and move toward recovery.

Effective treatments like trauma-focused cognitive behavioral therapies are available. There are a number of evidence-based and promising practices to address child traumatic stress.

Each child's treatment depends on the nature, timing, and amount of exposure to a trauma.

Review Effective Treatments for Youth Trauma - 2004 (PDF | 55 KB) at the National Child Traumatic Stress Network.

Families and caregivers should ask their pediatrician, family physician, school counselor, or clergy member for a referral to a mental health professional and discuss available treatment options.

More Ways to Find Help

Many U.S. agencies and other groups offer research and support related to child traumatic stress.

Government Websites

Other Organizations

# data[].attributes.attachment_link.title
Recognizing and Treating Child Traumatic Stress

# data[].attributes.attachment_link.description
Learn about the signs of traumatic stress, its impact on children, treatment options, and how families and caregivers can help.

# data[].attributes.headline
Parent Resource - Handling Trauma. What Can I Do? 

# data[].attributes.subject
Parent Resource - Handling Trauma. What Can I Do? 

# data[].attributes.body
Within this resource you will find signs of trauma by age group. You will also find impacts of trauma, ways to help, and treatment options.

Signs of trauma in Preschool children can be as follows:

Fearing separation from parents or caregivers

Crying and/or screaming a lot

Eating poorly and losing weight

Having nightmares

# data[].attributes.attachment_link.title
Helping Children Cope After a Traumatic Event

# data[].attributes.attachment_link.description
Your comfort and support can help children cope with trauma. Advice from the Child Mind Institute on how to what to do and what to look out for.

# data[].attributes.headline
Parent Resource - Language Activities to do at Home

# data[].attributes.subject
Parent Resource - Language Activities to do at Home

# data[].attributes.body
The key to language development is interaction and along with interaction comes encouragement. Here are a few tips to help encourage children as they develop language.

Pay attention to your children when they are talking to you.

Praise good speech and vocabulary.

Help with new words by repeating them.

Add onto phrases or words and boost vocabulary (For example – Your child says “my ball” and you say “yes, your ball is a big ball”).

Never make fun of mistakes – correct gently by repeating the sentence correctly.

Use TV and screens sparingly.

Check your children for ear infections.

Talk about what you are doing as you go about your daily chores.

Be a good role model.

# data[].attributes.attachment_link.readable_text
Language development is a vital part of communication in the early years.

Children start learning language very early on in their development. Those funny cooing noises parents make to their babies are the first steps along the road of language development.

During the early years, children must develop both their receptive and expressive language.

Here are some great language activities for preschoolers.

How to Develop Language Through Activities

Language is something children acquire as they grow and learn. The best way to develop language is through interaction.

The way to interact with your children is to spend time with them and the best learning opportunities are found during play.
This post contains affiliate links for educational products that I personally recommend. If you purchase through one of them, I earn a commission at no extra cost to you. Read the terms and conditions for more details.
15 Interactive Language Development Activities for Preschoolers

Here are some simple and fun language activities.

1. Storytelling

Books and telling stories are one of the best ways to encourage language.

Read age-appropriate stories or just tell the story through the pictures. Start early book experiences with board books and use sensory books to encourage your children to touch and feel items in the pictures.

My absolute favourites - and most educational - are all the books by Julia Donaldson and .

There is no end to the avenues you can explore, and the language you can develop, through books.

2. Baking

The kitchen offers many language opportunities. Here is a chance to encourage language development while you make something delicious to eat.

Counting, weighing and measuring are all part of a baking experience.

Baking cookies with soft dough to roll and cut out is probably one of the best baking activities for preschoolers. After you have baked your cookies you can get creative and decorate them with icing and sprinkles.

Finish off your 'baker baker' session with a tea party and share your cookies with the rest of the family.

3. Construction Toys

Choose construction toys that are age-appropriate. Lego is one of the best toys ( here's a great set), but perhaps your young preschooler is more comfortable with blocks.

Block play is a vital part of learning. Choose a good quality set of wooden blocks.

Construction toys give you an opportunity to talk about size and shape. Use construction toys to follow instructions and build towers or castles. Then play with what you have built.

4. Musical Games

Children love moving to music and playing musical games.

Here are some ideas:

Play songs to dance to, and clap hands to the rhythm.

Play musical statues and sing along to the music.

Bring out percussion instruments if you have them.

Make your own shakers with beans in a container.

Learn about sound - loud and soft, fast or slow and happy or sad songs.

Sing well-known songs to develop language.

5. Dressing Up Box

A collection of dressing-up clothes will encourage fantasy play and role play. Children can pretend to be someone else and use new vocabulary in their imaginative role.

Find old hats and shawls at charity shops or visit party shops for wigs and funny masks. Join in the fun yourself and get dressed up.

6. Picture Books

Picture books and non-fiction books provide great opportunities for developing language.

Many picture books relate to specific themes. Looking at a page about the farm, for example, teaches a variety of vocabulary related to farms.

Find out what your kids are interested in. Look out for different themes and encourage pointing to and saying the names of the pictures.

Some picture books are puzzle books with hidden items in the pictures or spot-the-difference pictures. These picture books encourage observation skills as well as language stimulation.

7. Gardening

Getting out into the garden and appreciating nature is a great way to develop vocabulary. Learning about plants and nurturing plants are valuable life skills.

If you don't have access to a garden, then try growing something in a pot or growing some herbs in the kitchen. A visit to a park or nature reserve will encourage learning outdoor vocabulary.

8. Puppet Shows

Playing with puppets and making up puppet shows is wonderful for language development.

Children feel free to talk through their puppet friends. Holding a puppet in each hand is an opportunity for a conversation between the two puppets.

Children love making up puppet shows. They can tell a favourite fairy tale using puppets and entertain the whole family.

Make your own puppets or use a set of hand puppets .

9. Touchy-Feely Bags

This is a very good way to encourage children to describe objects.

You need a cloth bag to put small objects into so they are not visible. Choose things around the house like a small ball, a teaspoon, a pencil and so on.

The items are put into the bag and your child puts their hand into the bag to feel one of the items. Then the item is described to you. You have to guess what it is.

10. Sand Play and Sensory Trays

Sensory vocabulary is developed through sand play and sensory trays. A sensory tray filled with different objects encourages language as your children touch and talk about items in the tray.

Choose things with different textures and sizes. Mix them up for sorting experiences. Look for things like buttons, corks, pebbles, pasta, blocks and Lego.

A sandpit under a shady tree is always a talking point and an opportunity for digging, building and playing with sand toys.

11. Fun with Paper Plates

Paper plates are so versatile and there are many activities you can do and crafts you can make with them. Have a pile in store for rainy days.

Keep a box of creative waste materials like stickers, glue, wool, felt pieces, old magazines, coloured licky sticky paper and markers and stamps. Let your kids experiment with making masks and other creative crafts.

12. Fantasy Play at Home

Creating fantasy scenarios at home really encourages language and helps children have different social experiences in the comfort of their homes.

Here are some ideas for fantasy play:

Set up a shop corner and play 'shop shop'.

Have a tea party and invite a friend to dress up.

Play having a wedding or party or just play 'house'.

Join in to make it a language experience.

13. Nursery Rhymes and Fingerplays

Saying rhymes and learning fingerplays helps to develop language through repetition and memorizing the words of the rhyme. Repetition is so important in learning a language.

If you are not familiar with the age-old favourites buy a CD or listen to songs on YouTube.

Driving in the car is a perfect time to play nursery rhymes (and word games). Singing silly songs together will increase your child's vocabulary in an entertaining way.

14. Painting

Children love to paint and it is a great opportunity to learn about colours. It can be messy, but learning to clean up adds another dimension to vocabulary development, especially if you use fun clean-up songs.

There are many different activities using paint. Try finger painting or printing with paint. There are more examples in this article about art activities.

Painting a picture is a great way to help children express their feelings by discussing the picture.

15. Card Games

There are numerous card games available that encourage vocabulary development. Matching pairs (there's a downloadable set at the end of the post), snap, and happy families, are just a few.

Playing card games develops social interaction and vocabulary associated with the game. Before you begin the game check your children have the vocabulary to be able to use the cards.

Tips to Encourage Language Development

The key to language development is interaction and along with interaction comes encouragement. Here are a few tips to help encourage children as they develop language.

Pay attention to your children when they are talking to you.

Praise good speech and vocabulary.

Help with new words by repeating them.

Add onto phrases or words and boost vocabulary (For example - Your child says "my ball" and you say "yes, your ball is a big ball").

Never make fun of mistakes - correct gently by repeating the sentence correctly.

Use TV and screens sparingly.

Check your children for ear infections.

Talk about what you are doing as you go about your daily chores.

Be a good role model.

The rate children learn new words is amazing. They are like little sponges soaking up every word they hear.

What a joy to be part of their language learning experience!

# data[].attributes.attachment_link.title
15 Interactive Language Activities for Preschoolers

# data[].attributes.attachment_link.description
Try these 15 awesome language activities with your preschool kids and build their expressive and receptive language while having fun.

# data[].attributes.headline
Parent Resource - Printable Language Rich Environment Tips

# data[].attributes.subject
Parent Resource - Printable Language Rich Environment Tips

# data[].attributes.body
A language rich environment is one in which children are surrounded by talking, singing, and reading and have many opportunities throughout their day, across all activities, to communicate with others and engage in back-and-forth conversations. A rich language environment is important to children’s early learning, and can have strong effects on early language, vocabulary, reading, and math skills, as well as on children’s social-emotional development.

# data[].attributes.headline
Teacher Resource - Creating a Language Rich Environment 

# data[].attributes.subject
Teacher Resource - Creating a Language Rich Environment 

# data[].attributes.body
What is a Language-Rich Environment?

A language-rich environment is a nurturing learning space which is purposefully designed to provide the necessary stimulus to develop children’s language skills effectively. Practitioners in language-rich environments seize every opportunity to use language, interact and encourage turn-taking. By building positive relationships with children, practitioners in language-rich environments build children’s confidence in using language and are best positioned to help them develop important communication skills.

# data[].attributes.attachment_link.title
Talk Box: creating language-rich environments for preschool and school-age children

# data[].attributes.headline
Parent/Teacher Resource - Importance of Music in Learning

# data[].attributes.subject
Parent/Teacher Resource - Importance of Music in Learning

# data[].attributes.body
Playing music is an emotional activity. One part of the brain that processes music is the amygdala, which is also the part of the brain that processes emotions. Different notes and combinations of notes evoke different emotions in people, which is how music can convey various tones and tell stories. Kids who learn how to make music and tell those different stories themselves through their voices or instruments are more attuned to recognizing when people express their own emotions through sounds and tone of voice.

Music education can also instill values of inclusion and social acceptance in kids from an early age. Music engagement in schools can decrease bullying by increasing kids’ self-esteem, self-awareness, cooperation, sense of belonging and communication skills, all of which counteract the common reasons why bullying takes place.

# data[].attributes.attachment_link.authors[].name
CECE Early Childhood Videos at Eastern CT State U.

# data[].attributes.attachment_link.title
The Importance of Music in Early Childhood

# data[].attributes.headline
Parent Resource - What Can You Do at Home to Facilitate Play? 

# data[].attributes.subject
Parent Resource - What Can You Do at Home to Facilitate Play? 

# data[].attributes.body
Through play your child is learning important skills and concepts. Here are some examples:

• She observes when objects are put in water (for example, putting ice cubes in warm water). She talks about what she sees and what happens e.g., cause and effect (science concepts).

• She learns how to sort objects by color, shapes, size, and use (mathematical and pattern concepts).

• She learns how to find familiar words in signs, retelling stories or printing a list (literacy skills).

• She figures out how to get along with others, making friends, and being respectful (social and emotional skills and concepts).

• She has opportunities to develop thinking skills such as how to recognize and solve problems (inquiry skills).

• She is encouraged to walk, run, hop, throw and catch, and to practice her balance (large and small muscle development, eye-hand coordination skills).

# data[].attributes.headline
Parent Resource - 10 Ways To Facilitate Play-Based Learning At Home

# data[].attributes.subject
Parent Resource - 10 Ways To Facilitate Play-Based Learning At Home

# data[].attributes.body
"Play is an important vehicle for developing self-regulation as well as promoting language, cognition, and social competence… [Play] gives [children] opportunities to explore the world, interact with others, express and control emotions, develop their symbolic and problem-solving abilities, and practice emerging skills. Research shows the links between play and foundational capacities such as memory, self-regulation, oral language abilities, social skills, and success in school." – The National Association for Education of Young Children (USA)

# data[].attributes.attachment_link.title
Teach Your Child Through Play with These Simple Strategies

# data[].attributes.attachment_link.description
There is such emphasis on play-based learning. But how does a parent facilitate play-based learning at home? Find simple, effective strategies

# data[].attributes.headline
Parent Resource- What is Play Based Learning? 

# data[].attributes.subject
Parent Resource- What is Play Based Learning? 

# data[].attributes.body
Learning through play helps a child develop holistically through social-emotional learning, developing confidence and motivation, and practicing cognitive skills.

Play-based learning includes the following elements:

Self chosen: A child voluntary chooses to play, how they’ll play, and for how long. An adult may initiate play insofar as he or she invites or suggests play but the child determines the rest.

Enjoyable: Play is enjoyable for the child. This emotional aspect is important. There may be some frustrations or disagreements during play but overall it’s pleasurable.

Unstructured: A child has ample time to explore and discover during play. They’re directed by their own interests, not by any prescribed rules or plans.

Process-oriented: There is no end or learning goal. Instead, it’s the process of play that’s important.

Make believe: Play often involves imagination, ‘make believe’, or ‘playing pretend’.

# data[].attributes.attachment_link.title
Play-Based Learning: How & Why It Works | Wonderschool

# data[].attributes.attachment_link.description
Learn why play-based learning is so important and how to implement it at home, or in daycare with Wonderschool.

# data[].attributes.headline
Families Resource - How to Exercise Each Skill

# data[].attributes.subject
Families Resource - How to Exercise Each Skill

# data[].attributes.body
Think about the last time you tried to focus, but the situation around you was noisy and distracting. How did you respond? Could you pay attention? Were you able to remember what you wanted to do or say? If we find it difficult to stay focused, imagine what it might be like for the children we teach! In a world overloaded with information, children need the life skill of focus and self control to achieve their goals. This skill is foundational to all the other life skills and involves the following abilities.

# data[].attributes.headline
Teacher Resource - Self Regulation Skills Games 

# data[].attributes.subject
Teacher Resource - Self Regulation Skills Games 

# data[].attributes.body
Social-emotional learning (SEL) is the process of developing the self-awareness, self-regulation, and interpersonal skills that are vital for school, work, and life success. People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. Teaching kids to have self-regulation is one of the most important character traits we can teach. Experts believe that kids who master self-regulation become masters of their learning, are more critical thinkers, and make healthier choices; and the benefits are life-long.

# data[].attributes.attachment_link.title
5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning

# data[].attributes.body
In addition to improving sleep, bedtime routines teach your child self-care and lay the ground for working memory, attention, and other cognitive skills. View Source . They also foster parent-child bonding and may help improve mood, stress levels, and behavior.

# data[].attributes.headline
Teacher Resource - We Are Friends Social Story

# data[].attributes.subject
Teacher Resource - We Are Friends Social Story

# data[].attributes.body
Social stories benefit children in many ways, including: Promoting Self-Regulation Skills. A child's ability to manage their emotions and behavior is tied to stronger academic performance, fewer behavioral difficulties, and higher resilience.

# data[].attributes.body
Read the book daily with your child. Practice the breathing techniques everyday with your child when he or she is calm. When the child is unable to breathe for themselves, an adult must breathe for the child.

# data[].attributes.body
Autistic people may experience sensory differences. If you are autistic, you may be over-sensitive or under-sensitive to specific sights, sounds, smells or textures. This can be a positive thing, but can also cause distress or discomfort.

# data[].attributes.headline
Family Resource - Special Education Eligibility vs. Diagnosis

# data[].attributes.subject
Family Resource - Special Education Eligibility vs. Diagnosis

# data[].attributes.body
Perhaps the most important aspect of an eligibility for special education (and the one that causes the most confusion) is that the child’s disability must adversely affects their educational performance (i.e., they demonstrate a significant academic need). This is the very reason why a child might have a diagnosis (autism, for example) and not qualify for special education services under a similar eligibility category (in this case, the eligibility category would likely also be autism).

# data[].attributes.body
Parents, the student, or school district staff may request evaluation. If you request an evaluation, do so in writing to the school’s Section 504 coordinator as well as the principal if you wish. The purpose of the evaluation is to determine whether your child has a disability that substantially limits one or more major life functions, which may need accommodation. The school district may either proceed with the evaluation or refuse the request to evaluate. If the school refuses to evaluate, it must provide parents with notice of the procedural safeguard rights so parents know their opportunities to appeal the decision
or proceed with an independent evaluation. Parental permission is required before an initial (first) evaluation can be conducted.

# data[].attributes.body
Healthy eating is essential for your child's good health, growth and development. Healthy eating in childhood means they will have less chance of developing chronic diseases like heart disease, type 2 diabetes, obesity and some cancers. It will also mean they feel better and enjoy life more.

Preschoolers need to eat foods from all five healthy food groups – vegetables, fruit, grain foods, dairy and protein. Healthy foods have nutrients that are important for growth, development and learning. Limit salty, fatty and sugary foods, low-fiber foods, and drinks with caffeine or a lot of sugar.

# data[].attributes.headline
Parent Resource - Healthy Meals - Snacks

# data[].attributes.subject
Parent Resource - Healthy Meals - Snacks

# data[].attributes.body
Healthy eating is essential for your child's good health, growth and development. Healthy eating in childhood means they will have less chance of developing chronic diseases like heart disease, type 2 diabetes, obesity and some cancers. It will also mean they feel better and enjoy life more.

Preschoolers need to eat foods from all five healthy food groups – vegetables, fruit, grain foods, dairy and protein. Healthy foods have nutrients that are important for growth, development and learning. Limit salty, fatty and sugary foods, low-fiber foods, and drinks with caffeine or a lot of sugar.

# data[].attributes.headline
Parent Resource - Healthy Meals - Breakfast

# data[].attributes.subject
Parent Resource - Healthy Meals - Breakfast

# data[].attributes.body
Healthy eating is essential for your child's good health, growth and development. Healthy eating in childhood means they will have less chance of developing chronic diseases like heart disease, type 2 diabetes, obesity and some cancers. It will also mean they feel better and enjoy life more.

Preschoolers need to eat foods from all five healthy food groups – vegetables, fruit, grain foods, dairy and protein. Healthy foods have nutrients that are important for growth, development and learning. Limit salty, fatty and sugary foods, low-fiber foods, and drinks with caffeine or a lot of sugar.

# data[].attributes.body
Here is the link for mothers to sign up:  https://forms.gle/mKMEHuNav9uqk7N4A

Sign-up is open for the Mom Power group. This group is open to Wexford-Missaukee and Manistee mothers.

A description about the program: "Parenting a young child, while often one of life’s most meaningful and joyful experiences, can also be one of the most challenging. Mom Power is a strengths-based program that engages mothers of young children facing adversity and stress in a nurturing environment that applies attachment theory, cognitive behavioral, and dialectical behavioral strategies to facilitate growth and new skills.  A strength of the intervention lies in its multigenerational approach that facilitates each mothers’ insights and reflections and promotes her emotional health and the development of skills that enhance child health and well-being."

# data[].attributes.attachment_link.description
Get UpdatesGive NowCanvas Login Search for: About About What’s Happening Our Team Community Collaborations Contact Us Strong Roots Strong Roots Mom Power Mom Power Training Perinatal DBT Parent Cafe Fraternity of Fathers Strong Military Families Strong Beginnings Hearts & Minds on Babies Upcoming Tr…

# data[].attributes.body
Social-Emotional Children’s Book List

Feelings

My Big Feelings by Sarah Read

The Boy with Big, Big Feelings by Britney Winn Lee

Little Monkey Calms Down by Michael Dahl

When Sophie Gets Angry, Really, Really Angry by Molly Bang

Little Faces, Big Feelings by Amy Morrison

My No, No, No Day by Rebecca Patterson

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Sheila Rae, the Brave by Kevin Henkes

The Way I Feel by Janan Cain

The Color Monster: A Story About Emotions by Anna Llenas

I’m Happy-Sad Today by Lory Britain Ph.D.

The Pigeon Has Feelings, Too! By Mo Willems

Grumpy Monkey by Suzanne Lang

Ruby Finds a Worry by Tom Percival

Where the Wild Things Are by Maurice Sendak

Crankenstein by Samantha Berger

Wemberly Worried by Kevin Henkes

Sophie/Shubert Rants and Raves by Dr. Becky A. Bailey

Heart’s Treasure Hunt by Tucker Patel

Gorilla Thumps and Bear Hugs by Alex Ortner

Friendship Skills/Kindness

The Adventures of Gary and Harry - A Tale of Two Turtles by Lisa Matsumoto

The Rainbow Fish by Marcus Pfister

The Pout-Pout Fish by Deborah Diesen

Llama, Llama Time to Share by Anna Dewdney

Llama, Llama and the Bully Goat by Anna Dewdney

Pete the Cat and the Missing Cupcakes by James Dean

The Grouchy Ladybug by Eric Carle

How Do Dinosaurs Play With Their Friends? By Jane Yolen

How Do Dinosaurs Stay Friends by Jane Yolen

Can I Play Too? An Elephant and Piggie Book by Mo Willems

Stick and Stone by Beth Ferry

We Are (Not) Friends by Anna Kang

I Am Love: A Book of Compassion by Susan Verde

Sophie Wants a Turn by Dr. Becky A. Bailey

The Giving Tree by Shel Silverstein

Maddi’s Fridge by Lois Brandt

How Full is Your Bucket? For Kids by Tom Rath

Peanut Butter & Cupcake by Terry Border

Same, Same But Different by Jenny Sue Kostecki-Shaw

Chrysanthemum by Kevin Henkes

The Rabbit Listened by Cory Doerrfeld

Should I Share My Ice Cream? An Elephant and Piggie Book by Mo Willems

It’s Mine! By Leo Lionni

Grumpy Bird by Jeremy Tankard

Perseverance

The Tiny Seed by Eric Carle

The Little Engine That Could by Watty Piper

Delayed Gratification

Waiting is Not Easy by Mo Willems

Llama, Llama Red Pajama by Anna Dewdney

My Mouth is a Volcano by Julia Cook

Separation from Family

Llama, Llama Misses Mama by Anna Dewdney

The Kissing Hand by Audrey Penn

Confidence

Be Who You Are by Todd Parr

The Girl with Big, Big Questions by Britney Winn Lee

The Boy with Big, Big Ideas by Britney Winn Lee

A Bad Case of Stripes by David Shannon

Stand Tall Molly Lou Melon by Patty Lovell

Sophie’s/Shubert’s Big Voice by Dr. Becky A. Bailey

I’m Not Cute! By Jonathan Allen

I Am Enough by Grace Byers

Responsibility/Safety

Llama, Llama Mess, Mess, Mess by Anna Dewdney

How do Dinosaurs Stay Safe by Jane Yolen

No, David! By David Shannon

Hands Are Not for Hitting by Martine Agassi Ph.D.

Feet Are Not for Kicking by Elizabeth Verdick

Teeth Are Not for Biting by Elizabeth Verdick

What To Do When You Feel Like Hitting by Cara Goodwin, Ph.D.

We Don’t Eat Our Classmates by Ryan T. Higgins

Independence Skills

All By Myself by Mercer Mayer

Sophie/Shubert Makes a Choice by Dr. Becky A. Bailey

The Magical Yet by Angela DiTerlizzi

# data[].attributes.headline
Teacher Resource - Stop and Go Activity - Self-Regulation

# data[].attributes.subject
Teacher Resource - Stop and Go Activity - Self-Regulation

# data[].attributes.body
Stop and Go games are common in classrooms and tend to vary on some points. The core concept of the game is that it is a game based on following instructions - not dissimilar to Simon Says. This can help children develop their listening skills and can also be a useful classroom management tool.

# data[].attributes.body
Exposure to peer relations helps children's development in different ways to parental relationships. Kids can develop their own skills and build on what they have already learned. Peer relations can help with the process of individuation, an essential part of child development.

# data[].attributes.headline
Parent/ Teacher Resource - Self-Regulation Skills

# data[].attributes.subject
Parent/ Teacher Resource - Self-Regulation Skills

# data[].attributes.body
How You Can Help Children Self-Regulate

►Teach clear positive expectations/rules daily.

►Model and discuss reasons for desired behaviors. ►Validate feelings.

►Assist with language through labeling actions, feelings, and emotions.

►Provide positive feedback in response to the child regulating their behavior and help child regulate by modeling ways to calm down when needed.

►Provide opportunities for developmentally appropriate play.

►Promote children’s independence across the day. ►Provide a place child can go to take a break and calm down.

# data[].attributes.body
Feeling Wheel can be used in the classroom. This resource is in spanish! It is important to have other languages represented in the classroom.

# data[].attributes.body
The Feeling Faces assist children with understanding their feelings and the feelings of others. It is important to teach children words to use to express feelings in replace of the use of challenging behavior. The feeling cards that follow can be used in a variety of ways to help children learn social emotional skills around use of emotional literacy and vocabulary.

# data[].attributes.headline
Parent Resource - How Stress Impacts the Brain and Behavior 

# data[].attributes.subject
Parent Resource - How Stress Impacts the Brain and Behavior 

# data[].attributes.body
Building resilience—the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress—can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress.

# data[].attributes.headline
Parent Resource - Healing Private Wounds Event

# data[].attributes.subject
Parent Resource - Healing Private Wounds Event

# data[].attributes.body
Healing Private Wounds is an inclusive, caring community dedicated to providing emotional healing and hope for hurting individuals of all ages, by offering a confidential and compassionate atmosphere with free services in professional counseling, resources, advocacy, education, peer-driven mentorship, and support.

# data[].attributes.body
Healing Roots is a program in our local area. It is supporting families by having events such as self-esteem, growing through grief, love and logic, and so much more.

# data[].attributes.headline
Parent Resource - Healing Private Wounds

# data[].attributes.subject
Parent Resource - Healing Private Wounds

# data[].attributes.body
The Mission of Healing Private Wounds is to be an advocate for the health and welfare of all victims of sexual abuse. We do this by providing faith inspired programs, services, funding and education that will promote health and wholeness to victims and their families.

# data[].attributes.body
Common potty training problems include anxiety, refusal to use the potty, and attempts to delay or avoid defecation. In addition, it’s common for kids to have daytime accidents and wet the bed. Children may also feel reluctant to use toilet facilities when they are away from home.

It’s important to be realistic. Accidents are very common throughout the toilet training process! In fact, even after you’ve finished toilet training, you should expect the occasional mishap.

# data[].attributes.attachment_link.readable_text
Common potty training problems include anxiety, refusal to use the potty, and attempts to delay or avoid defecation. In addition, it's common for kids to have daytime accidents and wet the bed. Children may also feel reluctant to use toilet facilities when they are away from home.

What can we do about these problems? If we plan ahead, we can prevent many of them from arising in the first place. At the end of this article, I offer tips for avoiding trouble.

But first, let's consider what you can do if you've already hit a stumbling block. Here's an evidence-based guide to coping with common potty training problems.

1. Solving potty training problems caused by anxiety

When children refuse to cooperate, it might seem that they're being lazy or unreasonable. But some kids suffer from understandable anxieties about toilet training (Baird et al 2019).

Sometimes it's simply the fear of something new. The potty chair is unfamiliar; so is the routine. Sometimes children have specific fears about toilets. They might be frightened by the noises that toilets make, or by the mysterious way that flushed items vanish. They might fear falling into the toilet, or worry that something - a creature or monster - lurks inside.

And many kids have had experiences - with constipation, urinary tract infections, or other medical problems - that have made them associate toileting with pain.

Whatever the reason for a child's trepidation, being forced or pushed into toilet training doesn't help. Nobody likes to be coerced and frog-marched through a mysterious procedure! Young children need to know what to expect. They need to learn that there is nothing to fear.
So if your child shows signs of anxiety about toilet training, the first order of business is to reduce that anxiety.
Before you do anything else, make sure your child isn't suffering from constipation, hard stools, or any other potentially painful condition. And even if you see no signs of medical trouble, it's helpful to review your child's diet and fluid intake. Make sure your child is drinking enough water, and consuming a high-fiber diet.

Then take the time to help you child learn: Teach your child what to expect, and allow your child the opportunity to investigate and ask questions.

Let your child get used to the potty chair by leaving it out in a place where your child plays. Defuse potential fears by explaining how things work. For example, show how your child how the toilet works, and reassure him or her that there is nothing to fear.
As your child becomes more relaxed, try introducing a series of practice "potty sits," where your child stays seated on the potty for a short time.
For the first few practice sits, your child may remain fully clothed, and sit for only 30 seconds or so. Praise your child for cooperating. As your child becomes more accepting of the process, you can have your child practice bare-bottomed, and gradually lengthen the sessions.

Once you've overcome your child's fears, your child will be ready to resume toilet training. See this article for a discussion of different potty training techniques.

2. What to do when kids refuse to sit

Sometimes kids flat-out refuse to sit on a potty chair or toilet. What then?
First, make sure your child has stability and leverage when he or she sits.
When children's feet are left dangling, kids aren't merely less comfortable. They also have more trouble controlling their voiding muscles (Christophersen 1991). For this reason, researchers advise that toilet training is best accomplished using a child-sized potty. To use a toilet, place a child's training seat on top, and place a short stool under your child's feet.
Second, consider your child's psychological readiness. Is there something more your child needs to learn before pushing ahead?
Pediatricians, like those of the Canadian Paediatric Society, argue that refusal is a sign that your child isn't ready for training. They recommend that you take a break from potty training for a month or two, and try again.

This isn't unreasonable advice. Trying to force toilet training on an unwilling child is a bad idea. Children may respond by trying to withhold urine or stool, increasing the risk of a urinary tract infection or constipation. A coercive approach could also increase your child's anxieties and fears - causing more potty training problems (Schmidt 2004b).

How can you know if your child is psychologically ready to start training? Experts have suggested many different signs. Three may be especially useful in predicting whether or not your child has the skills needed to successfully complete training (Wyndaele et al 2020):

The child shows an awareness about and communicates the need to urinate or defecate;

The child can pull his or her pants up and down;

The child is interested in doing things for him- or herself, and shows pride in new skills .

You can read more about this in my article, "Signs of toilet training readiness." But, as I note there, you don't have to simply wait it out if you decide your child ready. Instead, use the time to familiarize your child with the steps people take when they need to use the toilet.

Address any fears or anxieties your child might have (see #1). Read picture books about the process, stage demonstrations, and model a positive attitude. Then, as your child's resistance fades, you can introduce the practice sits mentioned above (#1). And don't leave children to sit alone, bored, with nothing to do. Provide them with companionship and diversions.

For more ideas about preparing your child for toilet training, read these evidence-based tips.

3. Coping with kids who won't defecate

Your child is willing to urinate in a potty or toilet, but refuses to have a bowel movement. What's going on?

Experts call this "stool toileting refusal," and research suggests it's linked with constipation and painful bowel movements (Blum et al 2004; Kimball 2016; Baird et al 2019). For example, in a study tracking 380 American toddlers, one in four children developed stool toileting refusal, and in most cases the problem was preceded by constipation. In fact, kids who had experienced frequent, hard bowel movements were more than twice as likely to suffer from stool toileting refusal (Blum et al 2004).
So if you're coping with stool toileting refusal, it makes sense to take special care with your child's diet and fluid intake, and discuss the problem with your pediatrician.
If you can make it easier for your child to pass a bowel movement, your child's potty training problems may soon resolve (Kuhn et al 1999). And there is evidence that an upbeat, encouraging manner can help, too.

In study of more than 400 young children, half the parents were randomly assigned to take this approach - praising babies for defecating, and avoiding the use of negative terms for feces.

The approach didn't prevent stool toileting refusal, but it shortened the time it took for children to grow out of it (Taubman et al 2003). So it seems a good idea to monitor the way you communicate with your child, and avoid sending the message that defecation is disgusting or shameful.

4. Overcoming resistance to using toilets when your child is away from home

Even adults can be reluctant to use a public lavatory, so it shouldn't be hard to empathize. The simplest solution is to use a portable child's toilet seat - the kind that can be fitted over the top of a standard toilet. Practice with it at home, and bring it with you when you travel.

5. Understanding daytime accidents and wetting the bed

It's important to be realistic. Accidents are very common throughout the toilet training process! In fact, even after you've finished toilet training, you should expect the occasional mishap.

In a study tracking American children, researchers defined potty training as completed when parents reported "less than 4 urine accidents per week and 2 or fewer episodes of fecal soiling per month" (Blum et al 2003).

That's progress, but it's far from perfection. And the younger your child is, the more difficult it's going to be to avoid accidents.

In a study tracking the development of approximately 60 Swedish children, researchers found that only 31% of 2-year-olds were reported to have good bladder sensation. By contrast, bladder sensation was reported in 79% of 3-year-olds (Janssen et al 2005).

These researchers also found hints that bladder capacity matters. Children who developed larger bladder capacity at an earlier age tended to achieve daytime dryness sooner (Janssen et al 2005).
So your child's rate of accidents is going to depend on his or her age, as well as individual developmental factors. To minimize accidents, the best approach is to monitor to your child's fluid intake, and add some well-timed potty sits to your child's schedule.
What about night? To stay dry at night, the bladder needs to receive a hormonal signal to produce less urine. Sleepers also need to have good bladder sensation, and then awaken when their bladders feel full.

Young children may face special challenges on all of these fronts: These abilities are still developing during early childhood. As a result, many kids don't reach the milestone of nighttime dryness until they are 4 or 5 years old (Fergusson et al 1986).

For example, in the Swedish study just mentioned, only half the children had achieved nighttime dryness by the age of 4 (Janssen et al 2005).

So for young children, bed-wetting isn't a potty training problem as much as it is a developmental phase. Reducing fluids before bedtime can help, but it won't eliminate nighttime accidents - not unless your child has developed mature bladder function. If your child is still wetting the bed at the age of 5, doctors are more likely to view this as evidence of a problem (Kessel et al 2017). Read more about bed-wetting here.

Being proactive: 10 tips for preventing future potty training problems

To prevent future mishaps and health problems, here is some additional advice.

1. Actively prepare your child for potty training

As noted in the introduction, you can avoid some potty training problems by planning ahead. See this evidence-based article for an overview of how to make it easier for your child to adjust.

2. Avoid direct confrontations. Don't force your child to sit, or restrain your child when he or she wants to get up.

Your child cooperated yesterday, but suddenly resists your request to use the potty. What should you do? Experts say it's better to back off and try again later. Coercion can lead to all sorts of problems, including constipation, urinary tract disorders and phobias (Schmidt 2004b).

3. Don't let kids feel lonely or bored.

Try to make time on the potty more interesting by talking with your child, reading stories, or providing your child with games and toys.

4. Don't punish or scold your child for accidents.

When children are subjected to punishment or scolding, they may start holding back their urine or stool - putting them at higher risk for urinary tract infections, constipation, and stool toileting refusal (Schmidt 2004b).

5. Avoid potty chairs with splash guards.

Boys can catch their genitals on them when they are moving on or off the potty. If you teach your son to pee sitting down, show him how to hold his penis down so the urine goes into the potty. If your son prefers to stand, let him pee in a bucket (Schmidt 2004a).

6. Take steps to prevent constipation.

We've already mentioned this, but it bears repeating: Constipation increases a child's risk for developing potty training problems (Taubman 1997; Blum et al 2004). Make sure your child drinks plenty of fluids (at least four cups a day) and consumes plenty of fiber (Sears et al 2002). If your child has a chronic constipation problem, consult your doctor.

7. Beware of bubble baths and soapy bathwater.

The soap can cause an inflammation of the urethra, which makes urination painful. Girls are more likely to develop this problem than are boys.

8. Don't encourage your child to strain

Straining can cause disorders of the bladder and sphincter muscles (Weiner et al 2000). If your child can't urinate without straining, report this to your pediatrician.

9. Consider scheduling a few routine potty visits during the day

Some pediatricians (Brazelton and Sparrow 2004) recommend that all potty sessions be child-initiated (no prompting from parents).

However, this approach is a matter of personal preference. Another approach features regularly scheduled potty sessions, such as immediately after waking, after meals, and before bedtime. When potty sessions are treated as a part of the daily routine, kids learn to expect them without being nagged (Lekovic 2006). Scheduled potty sessions may also have health benefits, including the prevention of urinary tract infections (Bakker 2002).

10. Help your child wipe

Most children don't master wiping skills until they are 45 months old (Schum et al 2002). Good wiping is especially important for girls. Because the female urethra is shorter than the male urethra, it is easier for bacteria to invade the female urinary tract and cause infection. Teach girls to wipe front-to-back.

If you suspect your child has a urinary tract infection (UTI), seek treatment at once. ANY ONE of the following signs may indicate a UTI:

painful urination

a sense of urgency (even when there is little or no urine to void)

odor

pink urine or blood in the urine

UTIs can cause potty training problems. But, more importantly, they can cause serious health problems. Untreated UTIs can damage the kidneys.

References: Preventing potty training problems

For details on coping with potty training problems, see Dr. Barton Schmidt's article in Contemporary Pediatrics (Schmidt 2004b). This, and other articles cited, are listed below.

Baird DC, Bybel M, Kowalski AW. 2019. Toilet Training: Common Questions and Answers. Am Fam Physician. 100(8):468-474.

Bakker W. 2002. Research into the influence of potty training on lower urinary tract dysfunction. Unpublished MD dissertation, Department of urology, University of Antwerp, Belgium.

Blum NJ, Taubman B, and Nemeth N. 2003. During toilet training, constipation occurs before stool toileting refusal. Pediatrics, 113: 520-522.

Brazelton TB and Sparrow JD. 2004. Toilet training the Brazelton way. Cambridge, MA: deCapo Press.

Christopherson ER. 1991. Toileting problems in children. Pediatric Annals, 20: 240-244.

Fergusson DM, Horwood LJ, Shannon FT. 1986. Factors related to the age of attainment of nighttime bladder control: an 8-year longitudinal study. Pediatrics. 78:884-890

Jansson UB, Hanson M, Sillén U, Hellström AL. 2005. Voiding pattern and acquisition of bladder control from birth to age 6 years-a longitudinal study. J Urol. 2005 Jul;174(1):289-93.

Kessel EM, Allmann AE, Goldstein BL, Finsaas M, Dougherty LR, Bufferd SJ, Carlson GA, Klein DN. 2017. Predictors and Outcomes of Childhood Primary Enuresis. J Am Acad Child Adolesc Psychiatry. 56(3):250-257.

Kimball V. 2016. The Perils and Pitfalls of Potty Training. Pediatr Ann. 45(6):e199-201.

Kuhn BR, Marcus BA, Pitner SL. 1999. Treatment guidelines for primary nonretentive encopresis and stool toileting refusal. Am Fam Physician. 59(8):2171-8, 2184-6.

Lekovic JM. 2006. Diaper-Free Before 3: The Healthier Way to Toilet Train and Help Your Child Out of Diapers Sooner. Three Rivers Press.

Schmidt BA. 2004a. Toilet training: Getting it right the first time. Contemporary Pediatrics, 21: 105-119.

Schmidt BA. 2004b. Toilet training problems: Underachievers, refusers, and stool holders. Contemporary Pediatrics, 21: 71-82.

Schum TR, Kolb TM, McAuliffe TL, Simms, MD, Underhill, RL and Lewis M. 2002. Sequential acquisition of toilet-training skills: A descriptive study of gender and age differences in normal children. Pediatrics 109: 48-54.

Sears W, Sears M and Watts Kelly C. 2002. You can go to the potty. Boston, MA Little, Brown and Company.

Taubman B. 1997. Toilet training and toileting refusal for stool only: A prospective study. Pediatrics, 99: 54-58.

Weiner JS, Scales MT, Hamptom J, King LR, Edwards CL. 2000. Longterm efficacy of simple behaviour training for day-wetting children. Journal of Urology, 164: 786-90.

Wyndaele JJ, Kaerts N, Wyndaele M, Vermandel A. 2020. Development Signs in Healthy Toddlers in Different Stages of Toilet Training: Can They Help Define Readiness and Probability of Success? Glob Pediatr Health.

Portions of this text appeared in a previous version of this article, entitled "Potty training problems: Evidence-based tips for prevention" (Dewar 2006).

Image credits for "Potty training problems and solutions":

image of father and child by istock/ yaoinlove

image of worried toddler wearing white hoodie by shutterstock/ Pikul_Noorod

image of bed with toy owl and wet sheet copyright Parenting Science

image of baby standing over potty chair by istock / ElenaNichizhenova

Content of "Potty training problems" last modified 3/2022

# data[].attributes.attachment_link.title
Potty training problems and solutions: An evidence-based guide

# data[].attributes.attachment_link.description
What should you do when a child refuses to sit on the potty? Or use the potty? An evidence-based guide to common potty training problems, including child anxieties, resistance, refusals to defecate, accidents, and more.

# data[].attributes.body
Transitions are moving from one activity or time of day to another. Tranisitons can be challenging for all kinds of people. Within this source, you will find information about setting realistic expectations and what you can do to assist those in your life with transitions.

This transition resource is PACKED with books, songs, rituals, tv options, movies, sample schedules, and SO MUCH MORE.

# data[].attributes.attachment_link.title
Family Transitions and Routines: Resources

# data[].attributes.attachment_link.description
Are you looking for resources on family transitions and routines? Check out this list to view children’s books, routine templates, and more!

# data[].attributes.headline
Parent Resource- Explains How to Use Schedules

# data[].attributes.subject
Parent Resource- Explains How to Use Schedules

# data[].attributes.body
How to Use

►Teach your child how to use the schedule by explaining and demonstrating how to use the pictures.

►Refer to the visual schedule throughout the day (e.g., “We just got home, let’s go check your schedule to see what is next.”). ►Talk about the schedule (e.g., “Look, you just got dressed. Now it is time for breakfast!”).

►Make it active! Teach the child to indicate what is complete. You can have your child flip the card over or remove it from the schedule and put in the “finished” pocket depending on how your schedule is set up.

►Celebrate! Be sure to celebrate your success and the child’s success. Acknowledge and provide positive feedback to your child after activities or routines, especially ones that are not as fun (e.g., “You cleaned up! You must be feeling so proud!” or “Your teeth are so clean now. You are so healthy!”).

# data[].attributes.headline
Parent Resource- Creating Your Own Visual Schedule for Home 

# data[].attributes.subject
Parent Resource- Creating Your Own Visual Schedule for Home 

# data[].attributes.body
This website gives free templates and other resources to help parents create their own daily schedule at home.

If you would like to work hand-in-hand with Ms. Jessica, please email her and she can assist in printing out and editing your personalized daily schedule.

# data[].attributes.body
This resource has a great video within that demonstrates the importance of having a structured schedule. It talks about how it can be flexible, but consistent. Using visuals can help meet those needs of all children who learn in all different ways. Children are able to thrive when they are able to predict what comes next. The video talks about how we can translate these types of visual schedules within the home as well.

# data[].attributes.attachment_link.title
Schedules and Routines | Virtual Lab School

# data[].attributes.attachment_link.description
Schedules and routines are important for children and adults. We all like to know what our day will be like—when to do laundry, when to pick up a child at play practice, etc. Routines help us feel in control of our schedules. They also keep us from having to rethink everything every day, which can b…

# data[].attributes.headline
Parent Resource- Importance of Schedules and Routines

# data[].attributes.subject
Parent Resource- Importance of Schedules and Routines

# data[].attributes.body
Schedules and routines are important because they make the child feel safe and give them a predictable environment.

What is the difference between a schedule and a routine? A schedule represents the big picture and includes main activities that happen across the day. Routines are the steps needed to complete each part of the schedule.

# data[].attributes.attachment_link.readable_text
Familiar activities can provide comfort for both adults and children during challenging and uncertain times. Just like adults, children feel more confident and secure when their daily activities are predictable and familiar. A consistent daily schedule and step-by-step routines give children a predictable day. Schedules and routines in the group care setting and at home help children:

Feel in control of their environment

Feel safe, secure, and comfortable

Know what is happening now and what comes next

Know how to do an activity or task

Engage in learning

Why are routines and schedules important?

When infants and toddlers are part of familiar activities and routines, they develop relationships with the people they interact with and gain a sense of belonging and self-confidence.

As older toddlers and young children grow, they can follow routines, demonstrate emerging independence, and adjust to change more easily.

Engaging, predictable environments and ongoing positive adult-child interactions are necessary for promoting children's social and emotional development and preventing challenging behaviors. You can help by following clear and simple schedules and routines. (Hemmeter, Ostrosky, and Fox 2006).

Partnering with Families on Schedules and Routines

Keep it simple. Ask families about things they do every day. They don't have to do anything new!

To start, help family members break down one of their scheduled tasks into steps to create the routine.

Encourage families to let their children help. For example, ask parents if there are parts of the routine the child can do on their own or with a little assistance-and let them do it.

Let parents know that reviewing the schedule every morning and throughout the day with their child helps them know what is going to happen next.

Remind families to keep the routine and schedule as similar as possible each day.

Let parents know they should also be flexible. You can say something like, "Plans change, things happen, but give your child a warning ahead of time if things are going to be different. Let them know what is going to happen."

Encourage parents to offer a choice in activities or the steps of a routine whenever possible.

What is the difference between a schedule and a routine?
A schedule represents the big picture and includes main activities that happen across the day.

Routines are the steps needed to complete each part of the schedule.

Reinstating Schedules and Routines When Programs Start Back Up

Re-teach and remind children of the:

Schedule and routines using visuals

Steps in common group care routines, such as sitting at circle time and washing hands

Note changes in the schedule that result from being away from the program.

Review the schedule at the beginning of each day.

Refer to the schedule before and after activities throughout the day.

Model the steps and allow children to practice them.

Provide positive, descriptive feedback when children both attempt to follow or succeed in following the routine.

Hemmeter, Mary Louise; Michaelene Ostrosky, and Lise Fox. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention." School Psychology Review 35(4) (2006): 583-601.

# data[].attributes.attachment_link.title
The Importance of Schedules and Routines | ECLKC

# data[].attributes.attachment_link.description
Learn the difference between schedules and routines and why they are important. Discover ways to partner with families on schedules and routines and reinstate them when programs reopen.

# data[].attributes.headline
Teacher Resource- Trauma Informed Classroom Training Packages 

# data[].attributes.subject
Teacher Resource- Trauma Informed Classroom Training Packages 

# data[].attributes.body
"The Trauma-Sensitive Schools Training Package offers school and district administrators and staff a framework and roadmap for adopting a trauma-sensitive approach school- or district wide. The Training Package includes a variety of resources for educating school staff about trauma and trauma-sensitive practices and for providing school leaders with a step-by-step process for implementing a universal, trauma-informed approach using package materials. School and district leaders are encouraged to begin by reviewing the Implementation Guide for an overview of the package components and their intended use."

# data[].attributes.attachment_link.title
Leading Trauma-Sensitive Schools | National Center on Safe Supportive Learning Environments (NCSSLE)

# data[].attributes.attachment_link.description
Leading Trauma-Sensitive Schools The Leading Trauma-Sensitive Schools component of the Training Package is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach. Resources are designed to help leaders:

# data[].attributes.headline
Teacher Resource- Creating Trauma Sensitive Classroom

# data[].attributes.subject
Teacher Resource- Creating Trauma Sensitive Classroom

# data[].attributes.body
Aspects of the physical environment to consider include:

Lighting, color, noise, smell, and temperature.

Seating options (comfort, accessibility for all types of bodies, etc.), a dedicated play space for very young children, and direct access to exits.

Language accessibility, as well as the images, amount, and tone of language on signage, posters, and magazines.

Availability of patient bills of rights and/or privacy, billing, and confidentiality policies.

Availability of private spaces for youth and families to have conversations with staff members and/or regroup after a triggering event.

A clean, inviting, and healthy atmosphere providing respect for the diverse needs (e.g. cultural, linguistic, gender, religious, etc.) of clients and staff.

# data[].attributes.attachment_link.readable_text
Organizations that do work outside of a physical office (e.g. making home visits, responding to calls for police attention) should consider the impact of all of the above when doing field work, as well.

It's also important to take the time to understand any specific triggers or traumatic reminders for individual children and make changes in the environment to the extent possible and appropriate.

# data[].attributes.attachment_link.title
Step 4: Design a Trauma-Informed Physical Environment

# data[].attributes.attachment_link.description
Organizations that do work outside of a physical office (e.g. making home visits, responding to calls for police attention) should consider the impact of all of the above when doing field work, as well. It's also important to take the time to understand any specific triggers or traumatic reminders for individual children and make changes in the environment to the extent possible and appropriate.