1. INTROCUCTION
HEALTH
Good health foe children was an aim of the pioneers in early childhood education. It
had to be. Without immunizations or antibiotics. Highly contagious diseasily
throughout entire nurseries and center (prochner , 1996 ). Even though great
advance have been made in the prevention of the spread of diseases children in
groups continue to be at risk forninfection and serious, life – threat ening illnesses.
New , resistant strains of bacteria and virus have appeared to threaten young
children.
There are many keys to a healthy lifestyle.
Our top 10 things needed healthy lifestyle are listed here.
A healthy lifestyle doesn't happen overnight for most of us, especially if we have less
than fantastic eating and lifestyle habits.
But, one step at a time, we CAN get on the road to better health.
1. Eat A Balanced Diet
One of the main keys to a healthy lifestyle is a healthy diet. A balanced diet includes
healthy food choices from all of the food groups. Choose a wide variety of fruits and
vegetables.
Just remember to "eat a rainbow". That is, choose vegetables and fruits of all colors:
orange, red, yellow, green, purple. The more colors your diet includes, the healthier it
is. You will find suggestions for getting more healthy fruits and vegetables in your
diet here.

2. 2. Get The Right Vitamins and Minerals
Eating a wide variety of healthy foods is certainly a big key to a healthy long life. But
as we get older it is also important to be aware of how the changes in our bodies can
make a change in our dietary needs.
For example, women need more iron than men during their reproductive years. As
we pass that time in our lives, that need diminishes. Women at the post-menopausal
stage of their lives need more calcium than they may have before so diets or
vitamin/mineral supplement regimes may have to be changed for optimum health.
3. Quit the "Big" Habits
Trying to stop smoking is difficult but doing it has huge benefits to your life. I have
lost too many relatives who smoked to lung cancer. It is a killer - and you can
immediately reduce your chances of developing it the day you quite smoking. It really
is a matter of life and death.
Also, if you are a regular or heavy drinker, limiting your drinking will impact your
health in many positive ways.
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3. 4. Get Regular Exercise
Check with your doctor or other health professional for the exercise that is right for
you, but one of the keys to a healthy lifestyle is to get moving and keep moving.
Exercise isn't just for those who want to lose weight. It keeps our joints moving well
and our heart pumping stronger and longer.
5. Be Pro active About Your Health
Seeing your doctor for annual (or more if needed) checkups is an important healthy
lifestyle feature. It not only ensures that you are on the right track, but any health
issue that does come up is easier to treat if discovered early.
6. Stay Connected
Healthy relationships are so important to maintaining overall health. Having a circle
of loved ones around us, both friends and family, nurtures our spirit and adds
fullness to our lives. Pets can be an important connection too. I am not sure what I
would do without my little furry wonders some days. It is one of the healthy lifestyle
features of my life that really works wonders.
More of the 10 Things Needed for a Healthy Lifestyle...
7. Create Balance and Reduce Stress
Excess stress really can be a killer. In our society we put a lot of pressure on
ourselves to lead full what we think of as "full" lives. But balance is important too.
The stress that pops up in various areas of our lives as we try to do it all can really
add up and can lead to heart disease and other serious health issues. Doing what
you can to eliminate the stress in your life, or at least better managing the stress you
do have, will have a very beneficial impact on your health and your life.

4. 8. Accept Yourself Just as You are
Accepting and loving ourselves just as we are, complete with faults and
shortcomings, is another of those essential keys to an overall healthy lifestyle. Too
many of us learn this later in life, having spent many years beating ourselves up
about our looks, weight, career or relationships. Doing our best is the most any of us
can ask of ourselves.
9. Work at What You Love
Don't you admire those people who manage to make a living at doing what they
love? I always have. If you do have a passion, make sure you include it in your life
on a regular basis. If you want to and are able to turn it into your work, all the better.
People who are happy in their work have been shown to be more satisfied with their
lives overall and consider themselves happy people.
10. Have Fun
Have you noticed how much better you feel when you smile or laugh? Having a
positive outlook and making sure you take time out to have fun can actually have a
positive effect on your health too.
Of the 10 things needed for a healthy lifestyle, taking time to have fun and enjoy your
life is just as important as the other points. Remember - balance is the key in pretty
much everything we do. Also remember that you don't have to change your life
overnight. A step in the right direction, taken every day, will get you where you want
to go.

5. SAFETY
Parents, guardians, and adults who care for children
face constant challenges when trying to help keep
children safer in today's fast-paced worldFor
decades, children were taught to stay away from
"strangers." But this concept is difficult for children to
grasp and often the perpetrator is someone the child
knows. It is more beneficial to help build children's
confidence and teach them to respond to a
potentially dangerous situation, rather than teaching
them to look out for a particular type of person.
Child Safety Seats
Accidents usually happen without a lot of warning. Even routine trips can expose our
children to danger from motor vehicles. In fact, collision-related injuries to
passengers have been cited as the leading cause of death for children under age 14.
The National Highway Traffic Safety Administration (NHTSA) found that 40 percent
of parents are still using seat belts when they install a car seat. One way to assure
your child’s safety as a passenger is by updating your knowledge about the most
recent technology. For example, LATCH (Lower Anchors and Tethers for Children) is
the newest safety installation system for cars. Designed with the purpose of
standardizing the way child safety seats are attached to vehicles, 2 this innovation
helps to assure the safety of children.
A great deal of evidence shows that when properly used, child safety seats and
safety belts can save lives.3 In fact, studies have shown that during a collision, these
seats reduce the risk of death by 71% for infants and 54% for toddlers.

6. Children must be restrained in seats that are in accordance with their size and age.
There are three basic types, which are designed to accommodate children of
different ages and weights.
Convertible Infant Seats are used for newborn babies. At first, the seats should be
positioned to face the rear of the car. These types of infant seats are considered
convertible because they can be turned to face the front of the car when the child
weighs over 20 pounds. They also come equipped with a safety belt and harness
that must be completely secured. The child can continue using this type of seat until
he/she weighs 40 pounds.
Booster seats are for school-age children who have outgrown convertible infant
seats. This type of seat is used until the child becomes 8 years old or when he/she
grows to a height of 4 feet 9 inches.
For maximum protection during a collision, children should be restricted from riding
in the front seat of passenger vehicles until they are 13 years old.
School Bus Safety
Passenger cars are not the only vehicles that expose children to danger on the road.
More than 22 million students, nationwide, ride on school buses. However, statistics
from the National Highway Traffic Safety Administration’s Fatality Analysis Reporting
System (FARS) and General Estimates System (GES) show that most children
injured by school buses are not even riding inside them! Instead, children suffer
injuries when boarding or exiting the bus because they are in places that are not
visible to the driver.
The National Safety Council advises teaching children to learn and practice the
following school bus safety rules:
1. Stay away from the bus’ rear wheels at all times. (Stay away from traffic and
do not run around or shove each other.)
2. When waiting for the school bus, stay back and away from the street until the
bus comes to a complete stop, and the rear door opens. (The child should
stand on the same side of the street as the bus stop.)

7. 3. Hold the handrail while going up or down the steps. (Children should get in
line away from the street. Younger students should stand in front of the line.)
All of the students should board single file.
4. When on the bus, go directly to a seat. Do not stand up in a moving bus.
(Explain that loud talking and goofing around can distract the driver).
5. Never stick hands, arms, or head out of the window, and never throw things
out of the windows or on the bus.
6. Keep aisles clear. Book bags should be kept on laps. (They can block the
path in an emergency).
7. When exiting, always cross the street in front of the bus. (Explain they should
not cross the centerline of the road until the driver signals that it is safe).
Helmets
Motor vehicle accidents are only one hazard to children. Parents should teach
children to wear a helmet every time they ride their bikes, use skateboards, ride
scooters, or go skating. Their helmet should be constructed with thick shock-
absorbing material. Additionally, it should be positioned low on the forehead, not
tilted back.
Purchase a new helmet after the old one has protected a child from being injured.
The impact of a fall can cause a helmet to lose its protective qualities. It is also
important to make sure your child knows how to buckle the helmet, quickly and
easily.
A summer fun activity such as bike riding is considered dangerous unless the proper
safety gear is worn.
Amusement Parks and Carnivals
Other summer fun activities include trying out all the newest exciting rides at
amusement parks and carnivals. Most of the children who wind up getting treated in
emergency rooms are there because the parents incorrectly assumed a ride was
appropriate for their child. The National Safe Kids Campaign press release advises
parents to remember that height guidelines are not always reliable. Instead, parents

8. must appraise the ability of their child to obey ride instructions. For example, Alan
Korn, Director of Public Policy, and General Counsel for Safe Kids USA advises
parents to reinforce the authority of the ride operator. “If the ride operator tells
children to keep their hands and feet inside the car or to hold the handrail, explain to
your children that there is a good reason for the rule.” Officials estimate that 8,000
children, ages 14 and under become injured because of using poor judgment or
behaving improperly on the rides.10
Playground Hazards
Summer fun can also be dangerous when children spend time at playgrounds.
Similar to amusement park rides, parents and caregivers should make sure
playground equipment is appropriate for the child’s age. The newest advice involves
making sure children are being supervised by adults.
Each year more than 200,000 preschool and elementary school age children are
injured from falling while using playground equipment. 11 When their imaginations run
wild, children sometimes believe they have superpowers that enable them to do
remarkable physical feats on the playground equipment. This puts children at risk of
becoming seriously injured.
Most playground injuries are related to the climbing equipment, such as monkey
bars. “Researchers identified 204 children ages 20 months to 12 years who were
injured.”13 In fact, the amount of injuries that result from children playing on monkey
bars is significant enough that many experts want them removed from
playgrounds.14 Meanwhile, in case of falls, parents can make sure that the
playground surface is loosely filled with wood chips, mulch, sand, gravel, shredded
rubber, or rubber like surfacing materials.
Household Hazards
Babies seem to practice their future playground skills when they first learn how to
climb on furniture. This is when medicine cabinets become attractive goals for a
baby to conquer. It is necessary to remove all items that present a danger to
children. Keep all household chemicals and pharmaceuticals out of their reach. In

9. addition, remove access to cleaning products that are typically stored under the sink.
As a precaution, write down the phone number for the poison control center.
Guns
If you own a gun, keep it locked, unloaded, and out of reach of children. However,
even if your child does not have access to a gun in your home, he or she may be
shown a gun when visiting another child. In fact, guns are in more than one third of
all U.S. households.
Advises parents to teach children that if a friend shows them a gun, they should not
touch it. Instead, explain that children should immediately leave the vicinity and tell
an adult.
Safe Eating
Of course, playing with guns represents a potential danger for young children, but
simply eating food can also be considered dangerous. The most recent statistics
show that choking is the leading cause of death in children under 5 years old. As
children gain the ability to feed themselves, they often attempt to put inappropriate or
large objects into their mouths. Martin Stutsman, a consumer safety officer in the
Food and Drug Administration’s Center for Food Safety and Applied Nutrition pointed
out the obvious necessity of teaching children “safe eating”. This expert cautions
parents to make sure children carefully chew their food before they swallow it, and to
teach children that food is the only object that belongs in their mouths. Any object
can become lodged in a child’s airway. If the food or other object prevents oxygen
from getting to the lungs and brain for more than four minutes, the result could be
brain damage or death. As a safety precaution, round for firm such as sliced carrots
or grapes should be cut or diced into small particles.
If a child begins to choke on an object, the best way to help is by knowing how to
administer Cardio Pulmonary Resuscitation, (CPR). When performed correctly and
as quickly as possible, CPR can save a child’s life by restoring breathing and
circulation. In effect, the rescuer will be breathing for the victim by forcing air into the
lungs. A CPR course will teach the correct way that rescuers should position

10. themselves and the correct intervals for breathing into the victim’s mouth. Knowing
how to correctly administer CPR can also prepare parents and caregivers for other
types of emergencies that may require rescue breathing.
Safe Sleeping
Sudden Infant Death Syndrome (SIDS), otherwise known as “crib death” is blamed
when a baby dies from unknown causes. Before 1992, parents were being advised
not to place babies on their backs when putting them to sleep. It was assumed that
babies were more likely to choke if they were lying on their backs. However, in 1992,
researchers found that babies who slept on their stomachs were at a greater risk of
death than babies who slept on their backs. When The American Academy of
Pediatrics began informing families to put babies to sleep on their backs, SIDS
deaths were reduced by 50 percent in the United States. When parents learn the
best way to reduce the chances of SIDS is putting their baby to sleep on his/her
back, they may feel reassured.
Stranger Warnings
Regrettably, the traditional child safety message taught by parents and schools of
avoiding strangers may not be enough to adequately educate your children on how
to best protect themselves from danger.
While ingraining the slogan “stranger danger” can help to instill prudence when
encountering unfamiliar persons, the concepts of what defines a stranger and what
real threats exist have shown to be difficult for children to fully grasp. In addition, it
seems that in more incidences than not, the perpetrators are not strangers at all, but
rather people they know that are often the victimizers.
Concerned parents should frequently sit down to candidly discuss with their children
the real dangers that exist, to listen to their children’s experiences and concerns, and
to reinforce the training needed to protect themselves from abduction and/or abuse.
As a good rule of thumb, always require your child to check with a parent, a clearly
defined caregiver, or a trusted teacher before conversing with adults, going
anywhere, accepting anything, or getting into a car with anyone who is not an

11. approved authority. In addition, always teach children the importance of saying “no”
and immediately reporting to an authority anyone who does or says something that
makes him/her feel uncomfortable, scared, or confused. Explain that they are not
being tattle tales by talking with you about such concerns by reassuring them of the
importance and significance that this type of open discussion has in the protection of
themselves and their friends from danger.
The Most Obvious Protection
Globe Life and Accident Insurance Company recognizes the importance of keeping
parents current about the latest safety information. Obviously, most parents and
caregivers understand that discretionary caution is the best preventive strategy for
keeping injuries at bay. However, properly safeguarding children by being prepared
for unexpected emergencies is just as necessary.

13. ISSUES AND PROBLEMS IN HEALTH
Stress affects your child’s brain and learning
Bad stress (distress) is when your child feels that he has a problem he doesn’t want,
can’t find answers to, loses control over circumstances or stress periods are
protracted and constant.Bad stress increases and prolongs cortisol release and can
damage neurons in the hippocampus. The hippocampus is responsible for emotions
and memory in learning.Too much cortisol is also associated with reduced immunity
and tense muscles resulting in headaches. All these will negatively affect
learning.Stress can come in different forms parental and peer pressure, violence
(family violence or school bullies) and poor support. Babies can experience stress
too.Leaving a baby to cry it out increases stress levels. Not providing enough
stimulation such as Touching and a sense of security will affect the connectivity of a
baby’s brain, affecting learning.Stress is a function of the demands placed on us and
our ability (or sometimes our perceived ability) to meet them. Pressures often come
from outside sources (such as family, friends, or school), but they can also come
from within. The pressure we place on ourselves can be most significant because
there is often a discrepancy between what we think we ought to be doing and what
we are actually doing in our lives.Stress can affect anyone - even a child - who feels
overwhelmed. A 2-year-old child, for example, may be anxious because the person
she needs to help her feel good - her parent - isn't there enough to satisfy her. In
preschoolers, Separation from parents is the greatest cause of anxiety.As children
get older, academic and social pressures (especially the quest to fit in) create stress.
Inaddition, well-meaning parents sometimes unwittingly add to the stress in their
children's lives. For example, high achieving parents often have great expectations
for their children, who may lack their parents' motivation or capabilities. Parents who
push their children to excel in sports or who enroll their children in too many activities
may also cause unnecessary stress and frustration if their children don't share their
goals.Your child's stress level may be raised by more than just what's happening in
her own life. Does she hear you talking about troubles at work, worrying about a

14. relative's illness, or fighting with your spouse about financial matters? Parents need
to be careful how they discuss such issues when their children are near because
children will pick up on their parents' anxieties and start to worry themselves.Children
who watch replays of the disturbing images on TV or hear talk of plane crashes, war,
and bio-terrorism may worry about their own safety and that of the people they love.
Talk to your child about what she sees and hears, and monitor what she watches on
TV so that you can help her understand what's going on and reassure her that she's
safe.Also consider that complicating factors, such as an illness, death of a loved one,
or a divorce, may be causing your child's stress. When these factors are added to
the everyday pressures kids face, the stress is magnified. Even the most amicable
divorce can be a difficult experience for children because their basic security system
- their family - is undergoing a tough change. Separated or divorced parents should
never put kids in a position of having to choose sides or expose them to negative
comments about the other spouse. Parents should always operate in the best
interest of their child. Stress can be defined as any unusual demand on one’s
internal or external resources that requires an individual to utilize energy reserves in
excess of what would be necessary for dealing with ordinary life events (Hart et al.,
1998). Feelings of stress can be exhibited through observable behaviors such as nail
biting, thumb or finger sucking, hair twirling, physical hostility, tremors or tics,
nervous laughter, helplessness, crying, complaints of physical aches and pains,
irritability, outbursts, and withdrawal (Burts, Hart, & Chartlesworth, 1992; Jewett,
1997; Fallin, Wallinga, & Coleman, 2001; Zeigart, Kistner, Castro, & Robertson,
2001).
Previous research on children and stress has examined observable stress behaviors
in the classroom including examining specific classroom situations or types of
activities and how these situations affect individual children (Hart et al., 1998; Hart,
Yang, Charlesworth, & Burts, 2003; Ruckman, Burts, & Pierce, 1999; Burts et al.,
1992). In one study, kindergarten children were observed for stress behaviors in
developmentally appropriate and inappropriate classrooms. Results were examined
for effects of race, socioeconomic status (SES), and gender. Significant findings
indicated that boys exhibited more stress behaviors than girls, but in developmentally
inappropriate classrooms, children overall exhibited more stress than children in

15. developmentally appropriate classrooms. Also, more stress behaviors were exhibited
by low SES Black children regardless of classroom type (Burts et al., 1992).
This study was concerned with kindergarten children’s observable responses to the
daily stressors they may encounter in school. The following questions formed the
framework of the study: Do kindergarten children exhibit signs of stress in academic
situations? If so, at what specific points or during what specific activities throughout
the school day do children exhibit stress behaviors?
Causes of Stress
Both negative and positive events can cause stress. Family events are often a
source of stress for children. The break up of a family is a negative event that can
cause stress in children. Events such as physical abuse, separation, rejection, and
fights are some other negative sources of stress. Other events such as a parent
losing a job, or the death of a parent, grandparent, or sibling can create stress.
Positive events that cause stress in children include birthday parties, new pets, and
the birth of new siblings. Everyday family obligations, events, and routines can
create stress and tension for the young child, as in the case of an active family that
may be so busy that the needs of a young child may be overlooked.
Parents and caregivers need to be aware of what is happening in a child's life that
may affect the child's behavior. A sudden change in a child¼s behavior may be
related to stress. Caregivers can talk with the parents about what is going on in the
home.
Signs of Stress
Common signs of stress are listed below. These signs also may indicate that the
child is experiencing problems other than stress. How do you identify stress from
other problems that the child may be experiencing?
First, parents and other caregivers must observe children's behavior. Children who
isolate themselves from other children may be feeling stress. Also, the child who is
easily agitated, irritable, lethargic, lazy, or aggressive may also suffer from stress.

16. It is also important to watch the child for changes in habits or behavior. For example,
a friendly, quiet child who suddenly has been fighting and arguing with his friends
may be suffering from stress. As a caregiver, you notice normal behavior among
children and you will also be aware when there are changes in children's behavior.
How should you react when a child changes his or her normal behavior? Accepting
the child's behavior is important. For example, it is useless to scold a child for thumb
sucking. Scolding will not stop the behavior. Also, forcing the child to eat does not
result in the child eating. When you notice unusual behavior, care for the child,
remain close to the child, and comfort the child. Reassure the child that you care
about him or her.
Possible Signs of Stress in Young Children
Accident
Hitting
proneness
Anger Kicking
Anxiety Insomnia
Appetite Loss Stuttering
Baby Talk Indigestion
Bed-wetting Thumb sucking
Biting Pounding Heart
Crying Spells Grinding Teeth
Detachment Fingernail Biting
Excessive Respiratory Tract
Aggressiveness Illness
Excessive
Tattling
Laziness

17. A first step in decreasing a child's stress is to be knowledgeable and aware of the
symptoms of stress. These symptoms or warning signs include bed-wetting, upset
stomach, irritability, nightmares, lying, withdrawal from activity, change in activity
level, poor sleep or eating habits, teeth grinding, or decline in school achievement.
Recognizing children's stress symptoms is not easy. It is very important to recognize
that it is normal for children to exhibit some of these signs at some times in their
lives. Adults need to be alert when a child is showing a cluster of these signs or
symptoms simultaneously or when no apparent cause can explain why the child may
be stressed. In either of these cases, it is a sign that the adults who are involved in
the care of children need to intervene. If the child feels that it is impossible to handle
the stress, he or she can become angry or aggressive. If the stress becomes too
overwhelming for the child, then the child will experience anxiety. If the body remains
in a state of anxiety, then physical, social, and emotional damage and deterioration
can occur.The age of the child is a factor in recognizing stress. Children often cannot
tell us what they feel or they do not have the language to describe the stressful
situation. They tend to show the stress through their behavior. When you notice a
three-year-old child crying constantly (or more than usual), or an eight-year-old
having a temper tantrum, that may be the child's way of alerting you to something or
letting you know that too much is happening.Children react differently to stressful
events and situations and also have different coping strategies. Children can cope
through tears and crying, through tantrums, or by retreating from unpleasant
situations. Children who are around supportive adults and caregivers usually develop
a variety of coping strategies and are more likely to become more resilient. Many
children, however, do not have a supportive environment and do not learn a set of
positive management strategies.
Developmental or Normative Stress
Another important factor influencing your child's reaction to stress is the actual
nature of the stressor--the situation or event that causes the stress. One category of
stressors is called developmental or normative stress. Developmental stress
accompanies the normal growing experiences of childhood. Some examples of this
type of stressor are: dealing with strangers as an infant, being separated from
parents, starting or changing schools, and adjusting to puberty. Most children deal

18. with this form of stress quite successfully and become able to adapt to the changes
that cause it by learning from the changes. Basic stress management methods that
will be used throughout your child's life are developed during this growth process.
Normative stress carries with it a low level of risk for your child's overall
development.
Critical Stress
Other family and personal pressures can be more intense and critical to your child's
well-being than normative stressors. This type is called critical stress. These
stressors are events that do not occur in every child's life, but are common. Some
examples include unusually high or low levels of stimulation, moving to a new home,
or the child being hospitalized. These events create medium levels of risk to your
child's development. Changes in your child's usual behavior and personality might be
seen in response to critical stress. Although more serious and threatening than
developmental stress, most children manage to overcome these critical pressures if
family members and friends are sensitive and supportive.
Catastrophic Stress
Serious unexpected events often produce the most severe and catastrophic stress
reactions in children. Some examples of this level of stress are: serious illnesses of
the child or a family member, natural disasters, and abuse of the child. This level is
associated with the highest risk for the child. The child experiencing such a crisis is
often too overwhelmed to use basic resources for dealing with pressure and fear. A
child suffering this level of stress has a great need for the understanding and support
of family members, and may require more specialized care and counseling than
parents are prepared or able to provide on their own.

19. METHODS
Data sources for this study consisted of naturalistic classroom observations by the
researcher, open-ended interviews with teachers, and collection of artifacts from the
classroom and specific work artifacts made by the children. I as a teacher
in the kindergarten class had made observation and have been using the
methods shown in order to overcome the problem of my disciples who stress
Notice out loud. Tell your child when you notice that something's bothering him or her.
If you can, name the feeling you think your child is experiencing. ("It seems like you're
still mad about what happened at the playground.") This shouldn't sound like an
accusation (as in, "OK, what happened now? Are you still mad about that?") or put a
child on the spot. It's just a casual observation that you're interested in hearing more
about your child's concern. Be sympathetic and show you care and want to understand.
Listen to your child. Ask your child to tell you what's wrong. Listen attentively and
calmly — with interest, patience, openness, and caring. Avoid any urge to judge, blame,
lecture, or say what you think your child should have done instead. The idea is to let
your child's concerns (and feelings) be heard. Try to get the whole story by asking
questions like "And then what happened?" Take your time. And let your child take his or
her time, too.
Comment briefly on the feelings you think your child was experiencing. For
example, you might say "That must have been upsetting," "No wonder you felt mad
when they wouldn't let you in the game," or "That must have seemed unfair to you."
Doing this shows that you understand what your child felt, why, and that you care.
Feeling understood and listened to helps your child feel supported by you, and that is
especially important in times of stress.
Put a label on it. Many kids do not yet have words for their feelings. If your child
seems angry or frustrated, use those words to help him or her learn to identify the
emotions by name. Putting feelings into words helps kids communicate and develop
emotional awareness — the ability to recognize their own emotional states. Kids who can
do so are less likely to reach the behavioral boiling point where strong emotions get
demonstrated through behaviors rather than communicated with words.
Strategies to Reduce Stress in Children/Helping to Manage Stress
Children need help in learning to manage and function with the stress they feel. One
means to assist children is to acknowledge their feelings. It is important that
children understand what they are feeling, that we teach the word "stress" by letting
them know that they may feel "butterflies in the stomach," or that their heart may
pound. Let children know that it is all right to feel angry, alone, scared, or lonely.

20. Teach children names or words for their feelings and appropriate ways to express
them. Show more interest in the child's experience than in the behavior that results.
There are times when a child just needs a hug for reassurance. In the case of older
children, help them learn to problem solve for themselves and come up with
management (coping ) strategies. This builds their independence and mastery of
coming up with options, finding solutions, or finding other ways to comfort
themselves. For example, if a child repeatedly bullies other children, lies, withdraws,
gives up, hurts or blames other children, the adult can ask the child what other ways
there are to handle the situation that caused the reaction in the child.
Promote a positive environment - Praise children for the acceptable things that
they do. The experience of stress and tension can serve to defeat an individual's
concept and confidence. Help children see and understand the positive things about
themselves and that they are worthwhile persons. Listen without judging the child or
the situation; that is, if the child chooses to tell you about the situation that produced
the stress. Help the child feel comfortable in expressing feelings. Assist the child in
clarifying his or her feelings. You may need to correct any misconceptions that the
children may have about themselves or their feelings.
Set a good example - Children learn lessons from us, whether these lessons are
positive or negative. Keep in mind that children are imitators and may cope with
stress in the same ways they see adults handle their stress. In some cases, it is
appropriate to explain, especially to older children, why something is being done.
This explanation can often ease the child's reaction.
Help children through stories - Sometimes children can't talk to us about the
distress they feel. They may not have the words or the concepts to easily express
themselves. They may feel shy, embarrassed, guilty, or ashamed. If you try to talk to
them using adult logic, most children will "turn off." How can we then talk to children
about their fears and problems? How can we get through to them, let them know that
we understand, and offer them ways to manage their fears and find comfort? Stories
are a great answer. Children will "turn on" to story time. Some stories are therapeutic
stories which help children feel better and cope better with their fears and problems.
The character in the story can be a little boy or little girl just like them. They are
worried about the same things and have the same problems to deal with. In the
story, the boy or girl finds ways of coping with and resolving troubling issues of
concern to the child. As the child listens to the story, he or she is able to identify with
the hero or heroine. There is safety in the story. The child is free to listen and to
learn without risking feeling embarrassed or uncomfortable.
Telling children stories about children with feelings just like theirs helps them realize
that other children have been through the situation too. This is very reassuring to
children. It also lets them know that you understand their feelings.
Telling a story also provides a way of communicating with children. If you are unsure
of how children are feeling, you can ask them, "And what do you think John (name of
the story character) was most worried about?" The answer that the child gives will be
a direct reflection of his own fears, or anger. This communication about the story can
be very effective because children can be very truthful and insightful about the

21. feelings and fears of story characters even though they may be reluctant when
asked about their own feelings.
When a parent tells a story to a child, an atmosphere of warmth and intimacy is
created that is comforting for parents as well as children. It helps as a parent to know
that storytelling is a simple, natural, and age-old technique that can be used to
comfort children.
If a child is experiencing stress, there are other ways to assist the child to gain
control. The aim is to help the child to relax. Some ways are: deep breathing
exercises, listening to soothing music, reciting nursery rhymes and finger plays,
listening to the rain fall, drawing or coloring. These "stress breakers" can help the
child decrease the level of stress that he or she is feeling. Children can also learn to
harness the positive energy of stress and use it to their advantage.
Additional Strategies
Be aware of the child's temperament; what seems to be fun for one child may feel
overwhelming to another child.
Make an effort to cut down on activities when you see signs of stress in children's
behavior. Allow children to go at their own paces. Structure activities so that children
can cooperate with each other, lessening competition among children.
Teach children tricks for calming themselves, such as taking deep breaths, thinking
of a quiet place, etc.
Take care of yourself! Children often pick up stress from parents and caregivers.
Keep calm and control your anger.
Plan plenty of time for play. Inform children when there will be transitions or changes
in the child care curriculum. Plan activities to allow children to express their feelings
through play. Books, art activities, puppetry, play and drawing allow children to think
through and label their feelings.
Reassure children that what has happened is not their fault. Children often believe
that their "bad" behavior caused bad things to happen, such as the breakup of their
mother and father. They have a tendency to assume guilt for situations that adults
know are entirely beyond the child's control.
Give children a lot of cuddles, reassurances, and familiar routines, like a bedtime or
sleep time story. Giving a child a special toy for comfort is also suggested.
Helping children to deal positively with stressful and tension causing events prepares
them for healthy emotional and social development. This is an important
responsibility of parents, teachers, and other caregivers: to effectively guide and help
children.

22. Provide an environment with open communication. Parents should be available
to listen when their children need to talk. They should ask open-ended questions
(e.g., questions that can't be answered with just a "yes" or "no") if their children need
help discussing the subject. Examples of open-ended questions include "What do
you think about ...?" and "How does ... make you feel?" One of the benefits of talking
about stressors is that discussing them brings about increased awareness. Also,
parents should be willing to share some of their own stresses and feelings to let their
children know (without worrying them) that their feelings are normal.
*Make sure your children get enough sleep and/or rest. Children who do not get
enough sleep will not have the energy required to combat life's stresses. Parents
should make sure their children get enough sleep every night. A regular bedtime
should be maintained. Getting enough rest is critical to children's mental and
physical health.
*Model appropriate coping skills. Children learn by watching their parents. If
children see their parents using appropriate coping skills when they are under stress,
they will be more likely to use appropriate skills when they experience stress, too.
Parents should try to demonstrate that stress is normal and can be handled in a calm
and effective manner. Parents should try to be optimists who view a stressor as a
challenge rather than a catastrophe.
*Have your children learn relaxation skills. Relaxation skills can help children
release tension caused by stress. There are various specific relaxation techniques
that professionals can teach children. Some techniques involve having children use
their imagination to recall or develop positive and relaxing images (e.g., playing
outside, being at the beach). Other relaxation techniques involve teaching children to
systematically tense and relax various muscle groups. These relaxation techniques
must be practiced on a daily basis to be most effective. What relaxation technique is
chosen is usually not critical. What is important is that it is comfortable for children,
that it works, and that they stick to it. Parents who think their children might benefit
from training in these relaxation techniques should ask their children's health care
provider for a referral to a professional who is qualified to provide this training.

23. *Teach your children how to handle criticism. All of us are criticized at one time
or another. Increased stress can result when a person has difficulty accepting
criticism. Children are often exposed to criticism at an early age. This criticism can
take the form of peer teasing or constructive feedback from teachers and parents.
Parents should try to teach children how to handle criticism from an early age.
Children should be taught that no one is perfect and that we all make mistakes that
we can learn from. Parents can use role playing to teach children how to handle
teasing and unfair criticism.
*Provide proper nutrition. Proper nutrition is a very important part of combating
stress, especially for children. The best diet to help children handle stress is one that
has few additives, has the right amount of calories to maintain normal development,
and is balanced. Children with poor diets (unbalanced, high in junk foods) should be
encouraged to decrease their intake of foods high in fats, cholesterol, salt, and
refined or processed sugars. Children's consumption of junk foods and caffeine
should be limited. They should be encouraged to increase their intake of fruits,
vegetables, and whole grains. Children should maintain a healthy body weight.
Parents whose children are overweight should consult their children's health care
provider for recommendations regarding weight loss.
*Provide a consistent routine or schedule. Children need predictability in their
lives. A consistent schedule of meal times, homework time, bed time, etc., allows
children to know what to expect in their lives. This in turn, helps them feel secure and
reduces stress.
*Help your children reframe stressful situations. Children have control over the
way things affect them. Children's perceptions of a stressful situation help determine
how stressful it becomes. Parents should take steps to help their children develop
alternative interpretations of the things that cause them stress. For example, if a
child is experiencing stress because he thinks his teacher doesn't like him because
she didn't say hello to him at the beginning of class, a parent can ask the child to try
to come up with other explanations for his teacher's behavior. A parent might
suggest that perhaps the teacher was busy thinking about something else and
therefore forgot to say hello. This is an example of reframing a stressful situation.
The key is for parents to help their children come up with alternative and more

24. positive interpretations of stressful situations. Of course, it's not possible to reframe
every stressful situation. There will be times when the stress children perceive in a
situation is quite real. At these times, it is necessary for parents to help their children
cope with the situation in other ways.
*Help your children alter their beliefs about stressful situations. Children's
beliefs have a major impact on their behavior: How they behave, who they choose
for friends, what subjects they study in school, etc. Children's beliefs also determine,
to a certain extent, what will and will not be stressful for them. Sometimes certain
beliefs lead to increased stress. In these instances it's a good idea for parents to
make an attempt to help their children change these specific beliefs. For example,
children who believe that they must get an A+ on every homework assignment or
else they will be a failure will experience stress whenever they don't get an A+. In
such a case, it would reduce stress significantly if parents helped their children alter
this belief to one that allows for imperfection.
*Encourage your children to participate in enjoyable activities. When children
are experiencing excessive stress, parents should encourage them to take part in
activities they enjoy (e.g., sports, listening to music, playing a game, art, reading). In
order to be stress reducing, the activity needs to be enjoyable and should allow them
to take their mind off their troubles.
*Encourage your children to get regular exercise. Regular exercise is an
excellent way to help manage stress. First of all, it helps work out tension that can
build up in children's bodies. Secondly, exercise provides for physical fitness, which
allows children's bodies to be more efficient at combating stress. Finally, exercise
helps clear the mind, making it easier to relax. Exercise, however, will not be
effective in combating stress unless it is done regularly. The specific activity that is
chosen is not important. What is important is that children find it enjoyable. Also,
children will be much more likely to exercise on a regular basis if their parents
exercise regularly and are physically fit.
*Help your children develop good problem-solving skills. When children face a
significant problem parents should take the opportunity to teach effective problem-
solving strategies. They should start by helping their children clearly define the exact

25. problem. Then parents should have their children generate a list of possible solutions
(not evaluating them at this stage). Once a list of solutions is generated, parents
should have their children go through each possibility and evaluate its potential for
success. Once all the solutions have been evaluated parents should encourage their
children to choose what appears to be the best solution. Parents should encourage
and praise their children for the use of effective problem-solving strategies.
*Help your children learn how to manage time. Parents should help their children
learn how to prioritize activities. If children have a tendency to take on too much
responsibility, parents should help them learn to place limits on their commitments.
Parents should help teach their children how to schedule their time (e.g., specific
time for homework) so they can get things done.
*Teach your children to be assertive. Children who are afraid to stand up for
themselves tend to have difficulty handling stressful situations. Parents should teach
their children to stand up for themselves. Parents can role-play problem situations
and teach their children how to stand up for themselves in an appropriate, non-
aggressive manner.
*Develop your children's sense of humor. Children who can see the humorous
side of things and can laugh at themselves tend to handle stressful situations more
effectively. Parents should teach their children not to take things too seriously.
Laughter is good medicine!

26. FINDINGS
What I can after making observations of children and overcome stress, with
methods for stress problems mengatsaichildren in my preschool class.
Develop good relationships
Family relationships are built over time with loving care and concern for other
people's feelings. Talk over family problems in a warm, relaxed atmosphere.
Focus on solutions rather than finding blame. If you are too busy or upset to
listen well at a certain time, say so. Then agree on a better time, and make
sure to do it. Laugh together, be appreciative of each other, and give
compliments often. It may be very hard to schedule time to spend with your
family, doing things that you all enjoy, but it is the best time you will ever
invest.Parents and children need time to spend one-to-one. Whether yours is a
one or two-parent family, each parent should try to find a little time to spend
alone with each child. You could read a bedtime story, play a game, or go for a
walk together.
General Guidelines for Teachers
Greet each child warmly each day. That transition from parent to teacher is an
important one. Often mornings are extremely stressful for families. Children
may have been yelled at, hurried, and given breakfast in the car. A warm smile
or hug as a child walks in the door can go a long way to help a child feel
accepted and wanted.Spend time with each child every day. Even if it's just for
one or two minutes, get down on the child's level, make eye contact, listen, and
watch.Value each child. Children learn to value themselves through the eyes
(and words) of others. What you say (or don't say) to a child has tremendous
impact.Eliminate stressful situations from your classroom and routines. Ask
yourself the following questions
Is my room arrangement simple and easy to move through?
Are activity areas clearly defined (e.g., art area, block area,
reading/quiet area)?

27. Do I have a balance of noisy areas (e.g., blocks, dramatic play), and
quiet areas (books, manipulatives)?
Have I planned my day so that it alternates between active and quiet
activities, organized projects and free play?
Do I stick to routine as much as possible so that children know what to
expect each day?

28. CONCLUSIONS
Nearby nature moderates the negative effects produced by stressful events. In this
way, those children who have more access to natural areas are able to cope better
with stress and therefore their stress level is lower than it would be expected if
nature was not acting as a protective factor. The impact of stressful events on
children is weaker when the amount of nearby nature is higher. In contrast to
previous studies (Wells and Evans, 2003), the present investigation has taken into
consideration not only the nearby nature measured in an objective way (with a scale)
but also the moderator effect of the nature that children perceive. The data collected
in this study shows that the perceived nature in the four schools is different and that
the stress level of the children in each school also differs from one to another. It can
be concluded that children in the very natural school are able to cope better with
Stress than children who attend classes in the non natural school, and this reinforces
the importance that the amount of nature that children have in their school and its
surroundings.To sum up, four interaction effects found significant meaning that
a moderator effect of nearby nature does exist. Low accessibility to the natural world,
more frequent in today´s society, negatively affects children´s wellbeing and reduces
their capacity to cope with adversity. With this, it can be concluded that including
natural elements in home and school areas is important for children. Children´s
health and wellbeing depend on the way that these environments encourage
children´s contact with nature. Good Stress (eustress) helps learning by motivating
problem solving. For your child to experience eustress, stress has to be occasional
or intermittent.There must be enough rest between challenges. Your child has to feel
the ability to overcome the problem and that he is still in control. There are levels of
good stress? it is best to ensure that your child experience low stress when he is
learning new information and not to be worried if stress levels rise during a test as it
can help performance. However, try not to allow this stress to escalate to become
bad stress.