Using Story Circles, Art, and Play to Support Children's Responses to Stress and Trauma

• Published in: YC young children 2023-10, Vol.78 (3), p.34-41
• Main Authors: Flynn, Erin Elizabeth, Hoy, Selena L, Avello-Vega, Dalia, Williams, Keyonia
• Format: Article
• Language: English
• Subjects: Child development; Children & youth; Childrens art; Immigrants; Language Acquisition; Learning; Storytelling; Stress; Teachers; Teaching; Teaching Methods; Trauma; Young Children
• ISSN: 1538-6619; 1941-2002

Drawing on a larger research study examining language development in the context of story circles (Flynn 2021; Flynn et al. 2021; Flynn 2022), this article outlines how teachers can braid storytelling-and by extension, art and play-into their learning routines to help children make sense of their thoughts, feelings, and experiences. Adults often assume that expressions of internal distress are willful or under a child's effortful control (Splett et al. 2019; VanMeter, Handley, & Cicchetti 2020). Because early childhood teachers educate and care for children over the course of a year (or more), they are in a privileged position to observe and help respond to the changes in behaviors, development, and learning that may occur due to stress or trauma (Erdman & Colker, with Winter 2020; NCTSN 2023). Other ways to ensure a caring community of learners include: * offering predictable structures through regular routines * creating reminders to help children anticipate transitions or changes to the routine * establishing clear, consistent boundaries * organizing and setting out materials to position children as active in their own learning * providing an atmosphere that supports and sustains a calming state * ensuring that children see themselves and their families reflected in books, music, and other learning materials * listening to understand and affirm children rather than questioning them or minimizing their expressions Children who have experienced trauma can learn and grow in positive ways, building strengths from dealing with early stressors. By attuning their attention to the meaning and importance of stories, art, and play, teachers position children to reclaim a sense of agency and power in responding to the uncertainty of sometimes overwhelming external forces.