The Loop Spring 2015 web.pdf

ATTENDING AN EARLY CHILDHOOD EDUCATION AND CARE PROGRAM SUCH AS
LONG DAY CARE OR FAMILY DAY CARE IS AN IMPORTANT AND EXCITING STAGE
IN A CHILD’S DEVELOPMENT.
Children have opportunities to interact with other children and
educators and benefit from a stimulating learning environment.
Some children embrace this change with an enthusiasm that
can leave parents feeling confident and comfortable. Other
children may feel afraid, upset or anxious. It may be the first
time they have been in the care of adults who are not part of
their family, or the environment could be noisy and crowded
compared to being at home, making it all feel a bit too much.
In early childhood, crying, tantrums, or clinginess are healthy
reactions to separation and a little worry over leaving the
primary care giver/s is normal, even when a child is older.
Separation anxiety usually starts at about six to eight months
of age and lasts until about two and a half to four years of
age. From about six months old, most children begin to show
distress when they are away from their parents or carers.
Children at this age don’t yet have a separate sense of self,
so they can feel a part of them is missing. While this can be
worrying for parents and carers, it is normal for children to
find the transition to childcare upsetting and it is important to
remember the distress is often short-lived.
EASING SEPARATION ANXIETY IN CHILDREN
For parents and children starting childcare for the first time
separation anxiety is common. For many children, childcare is
their first experience of extended separation from their parents
and for many parents the guilt they have about leaving their
child can make the first few days of childcare an emotional
time. Separation anxiety may also occur despite the child
having previously coped well in childcare as they progress
through their next developmental stage (e.g. a child in care
from 2 months suddenly develops separation anxiety at 8
months). A little preparation can go a long way towards
decreasing the anxiety felt by both children and parents as
they become accustomed to the new arrangement or next
developmental stage:
• Develop a “goodbye” ritual. Rituals are reassuring and can
be as simple as a special wave through the window or a
goodbye kiss.
• Leave without fanfare. Encourage parents to tell their child
they are leaving and that they will return, then go —don’t
stall.
• Manage your emotions. Separation is difficult on parents/
carers as well as the child. Encourage families to put on a
brave face when leaving their child (use a cheerful tone of
voice and try not to allow the child to see you upset).
Remember, some children adapt more quickly to childcare
than others and the transition period that the child, family, and
child care centre go through will depend on factors such as
the child’s age, stage of development, previous experiences
with other carers, and the child care environment.
SYMPTOMS OF SEPARATION ANXIETY
DISORDER
Separation anxiety can vary in intensity and timing from one
child to the next. However, some kids experience separation
anxiety that doesn’t go away, even with a parent’s or carer’s
best efforts. If this anxiety intensifies or is persistent enough
to get in the way of childcare, school or other activities,
the child may have separation anxiety disorder. Separation
anxiety disorder is NOT a normal stage of development, but
an emotional problem characterised by extreme distress when
a child is away from the primary caregiver. However, since
normal separation anxiety and separation anxiety disorder
share many of the same symptoms, it can be confusing to try
to figure out if a child just needs time and understanding—or
requires professional support.
The main differences between healthy separation
anxiety and separation anxiety disorder is the
intensity of the child’s fears, and whether these
fears keep him or her from normal activities.
Children with separation anxiety disorder may become
agitated at just the thought of being away from mum or dad,
and may complain of sickness to avoid playing with friends or
attending school.
As an educator or as a parent it can be difficult to know how
to respond to a distressed child so if you are unsure it can be
helpful to encourage the family to seek professional support
and advice. Professionals will be able to provide practical
strategies that will allow the child to manage their anxieties
and develop confidence and independence.
To find out more about separation anxiety, learn
practical strategies and obtain resources to help
your centre manage separation anxiety, attend the
‘No More Tears’ workshop being hosted by the
Workforce Council.
• Schedule separations after naps or feedings. Babies are
more susceptible to separation anxiety when they’re tired or
hungry.
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