Adapting Your Early Childhood Program for Recovery by Beryl Cheal, © 2001

Psychological effects of war, violence and natural disasters can be more damaging on humans than the physical nature of an event. For young children such incidents can have a devastating impact, for the developing brain of the young child is especially vulnerable (Karr & Wiley, 1997). All experiences change the brain - good experiences as well as bad events. The brain (Perry, 1998) is designed to respond to stimulation, and the stimulation associated with fear and trauma can be particularly devastating. Because experiences in childhood define the developing child, and the way adults respond to life, understanding fear response patterns and developing therapeutic experiences that can modify those reactions, improves our ability to help children.

Children are resilient, and we recognize some of the characteristics of resiliency, but they need adult help to support their efforts and struggles. Early childhood programs play a unique role in the lives of children and families for children can spend many of their waking hours in child caring settings. Equally as important, the pre-school setting is a socializing and normalizing influence on children’s lives. Schools, after the family, have the greatest capacity for providing children with a range of experiences which protect them and serve in a supportive capacity (Johnson, 1998).

From the bus picking up the children in the morning, to inside and outside activities, nutrition, health and social services, to parent involvement staff have opportunities to be sensitive to children’s needs and adapt programming to assist children in moving back into a normal life.

Behaviors One Might See
Children’s behaviors demonstrate how they are feeling, and these behaviors may change after experiencing a traumatic event. Recognizing the changes in behavior gives adults opportunities to provide assistance. Disaster may cause children to distrust adults, be unusually quiet or unusually aggressive, appear detached, become easily upset, be angry, show fear of new situations, revert back to younger behaviors, or have symptoms of illness (Farish, 1995, California Department of Education, 1997).

Administrative Adaptations
In responding to behavior changes, programs may want to alter their staffing patterns for a time. Limiting the number of adults to whom a child relates can assist in developing trust and attachment again. You may want to develop family groupings to assist this process.

The program can assist in reestablishing an orderly pattern for children’s lives by maintaining a predictable daily schedule, free from additional events, field trips or visitors to the program for a time. Choices for children should be available but limited. In times of disaster children’s lives may be in chaos and the stability of known patterns can be comforting.

Working with Children
"When disaster strikes," Farish (1995) writes, "anxiety and mental confusion lead to stress and emotional problems. Not only can the sudden and unexpected nature of many disasters cause high anxiety and even panic, but young children are also most fearful when they do not understand what is happening around them. Their feelings and reactions should be expected and considered natural."

"Recovery can take place only within the context of relationships; it cannot occur in isolation."

Herman (1997) makes the case that "the core experiences of psychological trauma are disempowerment and disconnection from others. Recovery, therefore, is based upon the empowerment of the survivor and the creation of new connections. Recovery can take place only within the context of relationships; it cannot occur in isolation." Garbarino (1992) confirms this with his discussion of the vital importance of the relationship teachers have with their children, the caring, the understanding, the ability to listen without judgement, the emotional availability for their students. Axiline (1969) in her work on play therapy states, that “the most important single factor in establishing sound mental health is the relationship that is build up between the teacher and pupils. This is as true in the kindergarten as it is in high school . . . It is the permissiveness to be themselves, the understanding, the acceptance, the recognition of feelings, the clarification of what they think and feel, that helps children retain their self respect; with the possibilities of growth and change . . . as they develop insight."

Staff need to help children learn to trust again, feel physically and emotionally safe, creating a stable, predictable daily schedule, with set limits. They must listen to children without judgement, giving reassurance and physical comfort. Physically holding children brings a sense of reassurance, and security. Children need extra hugs and smiles. Reassure them that they are safe and that there is someone there to take care of them. They need to hear staff say, "I will take care of you."

Discussing bird, Kindergarten, refugee camp, Middle East

Room Environment
Staff may want to rearrange the room to allow for a "safe" corner, with pillows, a couch, and other inviting pieces of furniture where children can rest. This is not to say other parts of the environment are not safe, but if children have a special place it invites them to use that area when they particularly need to relax, rest, and renew themselves.

Good programs for young children already provide many activities that are helpful for children who have survived disaster. But some things could be done with more intentionality. For instance, the sand or water table that is frequently placed against the wall could be brought out into the room so children will notice it and be drawn to its soothing activities. The housekeeping corner could include more props that will enhance children’s playing out scenes from the event they have experienced.

Activities
Many opportunities should be available for children to tell their stories, express their fear, sadness, uncertainty, and relief (Johnson, 1998). This can be done through such things as talking, art activities, music, dramatic play, or the block corner (Cooperative Extension Service, Lystad, 1990, Oehlberg, 1996). (You may want to put away some of the "regular" props to make space for those particularly related to the disaster, i.e. hard hats, doctor and nurse clothing and equipment, "caution" tape used on disaster sites, etc.). Because children feel their lives are out of control activities could be planned and materials made available that will help them feel in control again.

Enjoying the puzzle, Kindergarten, Moldova

Board games and puzzles where children have choices and can control their own destiny are especially good. Clay and play dough give many opportunities for children to create images of their fears and destroy them if they wish, thus helping to control those nightmares they may be experiencing.

Develop rituals - doing certain things in certain ways every day. Rituals give something for children to hang onto and help them feel secure. These can be very simple things, such as using the same greeting each morning when they arrive or singing a certain song as you begin circle time. If you let the children help create the rituals it will give them an opportunity to contribute. Children want to be needed so giving them appropriate responsibilities can give them another sense of contribution.

Large muscle activities are particularly important for children to get rid of some of the stress they are feeling. Use either safe inside space or go outdoors. If children are afraid to be outside because of memories of community violence or a violent storm, introduce them gradually to being outside again. It may be important to provide extra supervision, and you may need to control their activities. It is most important that all children are safe at all times.

Nutrition
Good nutrition could be a challenge for children surviving a disaster. They may not feel like eating because they are too upset, families may not be able to buy or prepare nutritious food, or there may be some other reason that children are not eating well. Whatever the circumstances, children may come to the program hungry. Staff should be prepared for this possibility by having extra quantities of food available that children especially enjoy. Make it available at many times during the day, fixed in attractive ways, in small enough pieces that children can eat it easily. Remember that children’s likes and dislikes regarding food may revert back to earlier tastes. Don’t worry about introducing new foods at this time, give children foods that will entice them to eat.

Health
Staff should be particularly sensitive to children’s health needs. They may have been injured during the disaster and it might not have been noticed or families may not have had the opportunity to take children for their normal health check-ups. Be sure to talk with parents if health needs are found. If families are not able to take care of the health problems the program should try to give extra assistance at this time in whatever ways are appropriate.

Mental Health Be particularly aware of traumatic reminders for children, i.e. those things that happen that may remind the child of the disastrous event. If, for instance, a child has experienced the devastation of a flood, he or she may experience particular stress when it begins to rain. Staff may be able to help children see water as a resource rather than as a destructive force.

Thank you drawing for volunteers, New York, Sept. 11, 2001

Secondary stressors can also cause additional stress. If a child’s home has been lost and the family is required to find other housing the child may adapt well to the first move. By the time the family has moved from the shelter to a relative’s home and then to a more permanent location, however, the child’s adapting capabilities may become strained. The third move becomes a secondary stressor.

Some children appear to return to normal behavior within a few days, while others take weeks or months. Even after a year or two, some children’s behavior may show that they are still dealing with the disaster. If a child’s fears, worries, or behavior problems continue, or increase, staff may want to suggest that parents consult a mental health counselor, social worker, religious person, or someone else in the community who can give specific mental health assistance. Some of these mental health professionals might be used in the early childhood program to work with staff on how to best work with children with specific behavior difficulties.

Staff Training
Training should include all staff and volunteers. Bus drivers, cooks, janitors, administrators, social service personnel, as well as teaching staff all will have interactions with children and their families. Staff must be prepared and trained so that they know how to apply their usual skills to trauma situations (Johnson, 1998). Staff may want to develop additional skills in dealing with what they hear and see as well as be able to alert others of important observations.

Parents
Parents frequently do not have opportunity to talk about the event with other adults and thereby defuse some of their own fear and anxiety. The program could provide space for parents to relax and talk together. Parent meetings with outside experts in mental health or other topics of interest would allow parents to see how other families are dealing with the crisis as well as gather specific information that might help them in getting their lives back together. Parents organized around projects for the community can also be ways for them to contribute to someone else’s wellbeing as well as to socialize with others.

Supporting Staff
Staff can work best with children if they have been given opportunities to do their own personal healing. They should be given opportunity to talk about their experiences, share stories, cry, laugh, feel sad, frustrated, relieved. Provide opportunities and spaces for staff to talk together or be alone, however they feel. They should also have the opportunity to express themselves through art, music, writing, or other appropriate activities. Frequently scheduled staff meetings to work through some of these issues formalizes the healing process and lets staff know they are being supported. Depending on the circumstances an outside person may be brought in to conduct debriefing sessions. Continue supporting staff as long as it is needed. If staff need personal mental health assistance, encourage them to make those arrangements. The program may need to give special assistance for this to take place.

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