Mental health and wellbeing

Mental health

Young children may be knowledgeable about mental health if they or a family member have been diagnosed with a health condition. However, many children will show signs of mental health concerns without understanding them.

Center of the Developing Child at Harvard University writes:

"Significant mental health problems can and do occur in young children. Children can show clear characteristics of anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder, depression, posttraumatic stress disorder, and neurodevelopmental disabilities, such as autism, at a very early age. That said, young children respond to and process emotional experiences and traumatic events in ways that are very different from adults and older children…

"The emotional well-being of young children is directly tied to the functioning of their caregivers and the families in which they live."

EYLF learning outcomes

Early childhood educators can support the mental health and wellbeing of all children in their care. Regular learning experiences and routines that promote health are integral in childcare programs.

The Early Years Learning Framework V2.0 introduced the concept of mental health and wellbeing (3.1 and 3.3) to the learning outcomes. It also asks that children feel safe, secure and supported (1.1).

Mental health and children at risk

Identifying children at risk

Dr Katrina Lines is a registered psychologist and the CEO of Act for Kids, a charity providing services to children and families who have experienced or are at risk of harm. She explains that “early childhood educators are key to recognising when things might not be okay for kids. They know the children in their care very well and can identify changes in physical, emotional and psychological wellbeing.” 

Dr Lines lists changes in children that early childhood professionals can look for:

  • eating and sleeping (more or less than previously)
  • distress about undressing or toileting or not wanting anyone to take them to the toilet (even though this has not been a problem before)
  • changes in mood including being withdrawn, worried, fearful or angry
  • physical indicators like bruises in uncommon places like genitals, the back or buttocks (not generally where children get normal knocks and bumps).

Responding to children

“If you’re worried about a child’s safety, then the best thing to do is to report concerns of harm to the child protection agency in your state,” says Dr Lines. “You can also speak to children about how they are feeling and let them know you have noticed that they are sad or worried.”

“If a child discloses harm or potential harm, don’t ask them a lot of detailed questions about what happened. Support them by listening and acknowledging their feelings and letting them know that what has happened to them is not okay and you will get them help.”

Learning experiences

Teach children about emotions

Dr Lines identifies that young children may not have the language and communication skills required to tell safe adults:

  • they are afraid
  • things are happening to them that they don’t like.

She says that early childhood educators can support young children by teaching them about emotions, including their names and what they feel like. Here is a fun, positive activity that Act for Kids does with young children:

“We get them to act out what their faces and bodies might be doing when they are happy, sad, angry, worried or disgusted. This includes facial expressions, but also body cues like butterflies in the tummy, sweaty hands and wobbly knees.

“This type of psycho-education is valuable at any age, and can be very important in helping early identification of mental health issues and knowing when to seek help.”

Learning environments

Improve children's mental wellbeing through intentional adjustments to your learning environments:

  • Exchange harsh lighting for lamps, fairy lights and LED Candles.
  • Creating cosy spaces for children to snuggle.
  • Introduce comforting textures (e.g. sheepskin rugs, fluffy cushions, and warm blankets).
  • Incorporate nature into all play spaces, including materials, objects and images.
  • Acknowledge children's achievements and friendships through photos and memorabilia.
  • Reduce your furniture and the resources on your shelves and walls. Reduce clutter and prevent overstimulation.
  • Decorate using calm and neutral colours.

Interactions

  • Early childhood educators should model calm behaviour rather than mirroring children's negative emotions.
  • Educators can identify their own emotions throughout the day (e.g. "I feel happy on sunny days") and their strategies for mental wellbeing (e.g. "I feel tired today, I will sit down and rest for a while").

Events

Reflections

  • What is the difference between a child "misbehaving" and a child showing signs of distress?
  • How is your mental health and wellbeing as an early childhood educator? Do you know how to ask for help if you need it?

Resources

Picture books

  • Silly Billy by Anthony Browne
  • The Red Tree by Shaun Tan
  • Ruby's Worry by Tom Percival

Websites