How can childcare teachers help children who are dealing with stress from Household Dysfunction?

Reference & EducationEducation

  • Author Michelle De La Hoz
  • Published April 25, 2025
  • Word count 610

We often hear adults talking about being stressed, however, children also feel stress, which can affect their brain development. Research has revealed that early exposure to child abuse or neglect, family turmoil like a divorce or separation, extreme poverty, substance abuse, domestic violence, and other chronic stressors can change the neurobiology of the developing brain. My focus is on these three strategies to use in a childcare classroom: Be loving and nurturing, provide a classroom environment with a routine, and provide positive reinforcement. These strategies may sound basic, but their impact is particularly profound.

As a childcare teacher, it is crucial to use your observation skills to identify any developmental indicators of stress, which include:

-Easily distracted or frustrated

-Not exploring or being curious

-Lack of gestures like pointing, waving, blowing kisses, etc.

-Disinterested in toys

-Clingy

-Prolonged or uncontrollable crying

-Increased aggressive behavior

Childcare teachers play a crucial role in supporting children dealing with household dysfunction. The first strategy is to ease that stress by being loving and nurturing. For example, if the child falls, go quickly to comfort by carrying and hugging the child. This act helps with building a strong bond between the teacher and the child. You can spend time playing with the child or reading a book. It is important to give children individual attention and positive reinforcement. Provide a warm, caring, and nonjudgmental presence to build trust. Stay close and say phrases such as, “I am here” or “I see you” to create a safe haven.

The second strategy deals with classroom routines. Maintain predictable and clear routines that help children feel secure. Repetition helps children internalize routines. For example, reading a book after lunch and always washing their hands before meals creates familiarity and security. Start and end the day with a warm interaction such as a hug or warm good morning to create a sense of belonging. You can also use gentle transitions and visual schedules to reduce anxiety. Say, “Remember after nap is snack time and then we go outside.” Avoid changes in routines to reduce anxiety and foster a positive environment.

The last strategy and a very important one is providing positive reinforcement. Listen actively and validate their feelings without judgment. Give children individual attention and positive reinforcement with verbal praise like “Liam, good job,” “Kristy, you behave so well,” and encouragement or tangible rewards like stickers or a visit to the treasure box. Other types of reinforcement are high-fives, smiles, and nods of approval. Be consistent in acknowledging positive behaviors, so children understand what is expected. This also builds their confidence and encourages them to continue making good choices in a nurturing environment.

In addition to these three strategies, incorporating social-emotional learning activities can further help children manage their emotions and build resilience. Engaging children in storytelling, role-playing, and sensory activities can provide a safe outlet for expression. Encouraging mindfulness exercises, such as deep breathing or simple yoga movements, can also help children develop self-regulation skills.

Furthermore, collaborating with families and other professionals can make a significant difference. Open communication with parents or guardians can help bridge the gap between home and school, ensuring consistency in care. Seeking guidance from child psychologists or social workers, when necessary, can also provide additional support for children facing severe household dysfunction.

By providing a nurturing and predictable environment, applying positive reinforcement, and integrating emotional support strategies, childcare teachers can be a source of stability and encouragement for children facing household dysfunction. You have the power to make a lifetime positive impact on the children under your care, so take a minute to reflect on your classroom practices and incorporate these effective strategies.

My name is Michelle de la Hoz. I am the Director at My First Place Preschool in Miami, FL. I have been the Director for 10 years. Prior to this position, I was a Teacher at the Elementary level. I worked in public schools, charter schools and a private school for children with Dyslexia. I love my work and enjoy writing articles to share what I have learned through the years and ultimately help children develop socially and emotionally.

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