Building Resiliency in young children is not an easy task. One biggest way we can acknowledge the child's feelings but also setting boundaries with young children. It is OK to sometimes say no.
I am always researching and finding ways to support children who struggling with
their resiliency.
We all want these amazing young people to be happy, connect with why they feeling these big emotions and sometimes we feel guilty imposing boundaries and stopping children from doing what they want.
However, research shows us that young children actually innately are looking for those boundaries. When they don't get redirected, they can push harder with their anxiety mounting, looking for
that sense of security in being kept safe. They want the reassurance of knowing where they stand.
Children can often feel empowered when they are given a right to participate in a collaborative approach of setting up the rules. This shows them that educators value them as competent and informed citizens of the environment and is another way to build a sense of ownership and responsibility within the children.
It is also important for all educators to reflect on individual children that are requiring additional support to ensure that all educators are using the same consistent language and techniques. A lack of consistency can enhance some children’sinability to self-regulate if they are unsure of the expectations or become confused.
It is also important to research and find effective ways to build on your service’s approaches as not every child will react to each strategy.
But most importantly, remember that boundaries set in a positive way are important for young children. It not only keeps them safe, but allows themthe right to practice following directions and beginning to self-regulate their frustrations when boundaries are set. Thisis an important life skill.
The following is some techniques that youmay find useful in setting positive boundaries with young children:
Clear communication and provide the technique "1stand then".
If the timing of the request is the problem, rather than the request itself, assure a child that they will get what they want. They’ll just have to be patient and wait a little while.
Situation:Your child wants to play with trains, but the living room floor is already
covered in toys.
‘No’ response: “No, there isn’t any space to play trains.”
Alternative response: “First we will put the toys on the floor away, then we will play with the trains.”
Situation: New climbing equipment is added to the environment
“No’ response: “No jumping off the top”
Alternative response: “what ways can we safety use the equipment?”
Situation:Your child hits a peer in response to them snatching a toy.
‘No’ response: “No, we don’t hit!”
Alternative response: “I can see you’re angry that ....... took your toy, But we don’t hit.
How do you support children's resilency and set boundaries in your environment?