PHYSICAL STRESSORS IN CHILDREN

National Network for Child Care's Connections Newsletter

Christine M. Todd
Human Development Specialist
University of Illinois Cooperative Extension

Copyright/Access Information


Many factors cause behavior problems in children. One factor that greatly affects how children behave is stress. Children react differently to stress. Some children become withdrawn. Others cling and demand attention. Still others become physically or verbally aggressive.

Many things cause stress in children. Worrying about school, a divorce at home, or problems with friends can all cause stress. However, there are also physical causes of stress. Being hungry, sleepy, or physically worn out can also lead to misbehavior. Providers have less control over problems outside the program. However, there are ways to reduce the physical stress experienced by children in the after-school program.

Provide ample, healthy snacks. School-age children need lots of food to support their growing bodies. Unfortunately, children's stomachs are not big enough to allow them to eat enough at lunch to carry them through until dinner. Some children may eat an early lunch at 11:00 a.m. and dinner at 7:00 p.m. No child can go this long without being hungry. This physical stress may show up in the classroom in the form of "hyper" children, increased arguing and fighting, and talking back to providers. Hungry children may also appear too tired or depressed to participate in program activities. Parents also experience the effects of hunger as children "fall apart" on the way home, getting family life off to a rough start.

Provide quiet time. Children feed on the energy of others in group settings. Younger children have trouble pacing themselves when in large groups. They become too excited. This often leads to running, teasing, and general "goofing off." Some may have toileting accidents because they don't pay attention to the signals their bodies are giving them. You can help children gain control by scheduling quiet activities during the day. Also, provide a "quiet" corner where children can go when they feel the need to calm down. This will help children learn to regulate their own behavior.

Plan for transitions. Going from active to quiet play is often difficult for children. This is especially true for children who have a tendency to be "hyper" to begin with. You can help younger children make this transition by planning activities to help them calm down. For example, have the children act like animals on the way in from the playground. Start with loud, active animals such as lions or bears. Gradually, have them move toward calmer and calmer animals, ending with animals such as mice or bunnies. As they imitate the animals, they will naturally become calmer.

Older children also need time to calm down. With a few suggestions, they can usually do this on their own. For example, you could say, "Let's take a few minutes to relax before we start the next project. There's time to get a drink or go the bathroom if you need to. Otherwise, just relax and talk quietly. We'll meet back here in five minutes."

Know the children. How children act in the after-school program depends in part on what happens to them outside the program. Each child's experiences are unique. Find out what is going on in their lives. Does Johnny have gym right before coming to the program? That may explain why he resists going outside. Does Mary have a two-hour ride home at night? Maybe you should talk to the parent and offer to store some individual packets of cheese and crackers for her to eat in the car. Or you could allow her to eat her snack later in the afternoon. By understanding the unique situations of each child, you will be able to adapt your after-school program to reduce the physical stresses placed on children.

Physical stress is a major cause of behavior problems in children. By understanding sources of stress and working to eliminate those stresses, the day will go better - for you, the child, and the family!