As a long-time educator and new mom of color, the subject of race in early childhood education is one that I’ve wrestled with for years. I’ve been asked by many students in my (predominantly white) preschool about my skin color, my dreadlocked hair, or the shape of my lips. These questions used to make me incredibly uncomfortable. 

It’s time for me — and for all of us — to move past the discomfort. Why? We need to talk about race with our children. 

Racial disparities are baked into all aspects of our society and our children’s amazing little brains are hardwired to look for — and make sense of — patterns in the world around them. Even if parents don’t consciously or unconsciously express race-based bias, children are like little computers, collecting data, adding it up, and drawing their own conclusions about what they see. 

Our Kids Are Spotting Patterns, Crunching Data, and Drawing Conclusions

Children are noticing, for the first time, trends that their grown-ups often take for granted, like the fact that people of color tend to work in certain jobs and live in certain areas. Children notice that the main characters in the books available to them are more likely to be animals (27% of books published in 2018) or white humans (50%) than people of color (source). They also notice the language we commonly use that tends to associate positive things with whiteness and negative things with blackness. Research tells us that children do make the connection between these ideas and the people around them (Katz, 2003; Tatum,1997).

We know that children are busy gathering this data and using it to help them understand the world. So, it is not surprising that children as young as 3 years old can express race-based bias. 

A recent study that aimed to revisit the historic Doll Test from the 1940s found that preschool children, regardless of race, still exhibit “a great deal of bias” in how they play with racially diverse dolls. 

“Numerous studies show that three- to five-year-olds not only categorize people by race, but express bias based on race (Aboud, 2008; Hirschfeld, 2008; Katz, 2003; Patterson & Bigler, 2006). In a yearlong study, Van Ausdale & Feagin (2001) found that three- to five-year-olds in a racially and ethnically diverse day care center used racial categories to identify themselves and others, to include or exclude children from activities, and to negotiate power in their own social/play networks,” Dr. Erin Winkler, an Associate Professor of African and African Diaspora Studies at the University of Wisconsin-Milwaukee, wrote.

In other words, children can develop race-based bias by living in a racially biased society. 

So yes, we have to talk about race. If we don’t, we allow assumptions and biases to persist.

When we assume that young children are “colorblind” or that they are too young to talk about such an important topic, we leave children to draw their own conclusions to explain the patterns that they see in the world. Silencing the conversation doesn’t make the questions go away. 

By talking openly about race, you will let your child know that they can come to YOU with questions, and then you have an opportunity to change the narrative. 

Where to Begin?

We all know it might not be easy to begin this conversation with the kids in your life, no matter your race and regardless of whether you’re a parent or an educator. So where can you start? Here are four ideas:

1. Prepare yourself. When you talk about skin with your child, use simple language. Think ahead about words you could use to describe skin tone: dark brown, medium brown, sandy brown, tan, peach, peachy pink are all good descriptors of skin color. 
2. Books are a great way to start the conversation. Select books that your child will enjoy that also feature diverse characters. As you’re reading, comment on how your child is the same as and different from the characters in the book. Bonus points if you select a book that features a main character of color who overcomes adversity!
3. Create opportunities for your child to interact with children of different races and ethnicities. Try to visit playgrounds in new neighborhoods or visit restaurants to taste new foods. Interactions with people who are different from him or her will help them learn to see the humanity in everyone. We all are different AND the same.
4. If your child asks you why a person’s skin is a particular shade, you can take the opportunity to talk about melanin — everyone has it and the more you have, the darker your skin is. Melanin helps to protect skin from the sun.

Talking About Race Can Become as Easy as Talking About Other Differences that Make People Unique

As an educator, implementing these strategies helped me feel more confident in addressing children’s questions in an age-appropriate way and enabled me to respond to their inquiries with questions of my own that pushed their thinking and understanding. In fact, their curiosity often led to an emergent curriculum on the subject. I found that the more we talked about race, the easier it became. 

Talking about the hair texture, skin tone, and facial features of different people can be as normal and as easy as talking about differences in gender, height, occupation, skills, and anything else that makes people unique. 

Tackling this tricky conversation is one way to help move society in a new direction. 

If you’re still nervous, don’t worry! Your child will not mind if you fumble a bit with your words. The important thing is to open the door to conversation. You might even learn some new things, together.

As an early childhood educator and mother of a young child, I am acutely aware of the challenges educators and families have faced over the last 22 months. 

My daughter was born about a month before we all went into lockdown in March 2020. As we near her second birthday, it’s hard to believe distancing, face masks, separation from friends and family, and uncertainty have been the norm for her entire life. 

It’s unfathomable to think that more than more than 167,000 (roughly 1 in 450) U.S. children have lost a parent or grandparent caregiver to the virus (source). 

As parents and educators, we need to consider the impact this “new normal” is having on our individual children and on society as a whole, especially since we know how important the first three years of life are in children’s development (source). And we need to think about what we can do to support young children, even as they face today’s challenges. 

COVID’s Impact on Children’s Social and Emotional Learning

There’s been a lot written about “learning loss” in the older grades (source) (source), but there’s also a growing body of reports and research assessing the impact of the pandemic on children’s mental wellness and social-emotional learning. 

Last month, U.S. Surgeon General Dr. Vivek H. Murthy released a youth mental health advisory. He wrote: “Supporting the mental health of children and youth will require a whole-of-society effort to address longstanding challenges, strengthen the resilience of young people, support their families and communities, and mitigate the pandemic’s mental health impacts.” 

A recent study from Columbia University and published in the journal JAMA Pediatrics found that that babies born in the first year of the pandemic, between March and December 2020 scored slightly lower on the Ages & Stages Questionnaire (ASQ) at 6 months of age than children born before the pandemic began. 

“We were surprised to find absolutely no signal suggesting that exposure to COVID while in utero was linked to neurodevelopmental deficits. Rather, being in the womb of a mother experiencing the pandemic was associated with slightly lower scores in areas such as motor and social skills, though not in others, such as communication or problem-solving skills. The results suggest that the huge amount of stress felt by pregnant mothers during these unprecedented times may have played a role,” said Dani Dumitriu, MD, PhD, assistant professor of pediatrics and psychiatry at Columbia University Vagelos College of Physicians and Surgeons and lead investigator of the study.

Dr. Dumitriu said these small shifts — at a population level — could have a “significant public health impact.” 

Another recent article indicates that mask wearing by adults and children may impact children’s social and emotional development as masks can impair our ability to recognize others’ emotions. This is particularly difficult for preschoolers who are just learning this complex skill. 

Despite our best efforts at transitioning our rich classrooms to “virtual learning environments,” enrollment is down across the country (source). 

Some families chose to delay their children’s first school experience while others pulled their children out of programs when distance learning options weren’t working well for them. Those who are currently enrolled certainly missed a good part of the school experience through the height of the pandemic. 

All of this missed schooling is reflected in increased behavioral challenges reported by parents and parents’ increased worries about their children’s social and emotional development and well-being (source). 

“The year that they were out of school was a year that they didn’t have the opportunities for developing the social skills that normally happen during their period of development,” Dr. Tami Benton told NPR recently. “And you’re sort of catching up on all of that under extraordinary circumstances.” (source). 

This is as true for preschool children as it is for those in K-12 schools.

How Can We Support Social and Emotional Learning for the Children of COVID?

There is still much to learn about the short- and long-term effects of the pandemic on early social and emotional learning (source). The question is: What can we do to help support our children, especially our youngest children who have lived most (or all) of their lives during this disrupted time? 

Here are 5 suggestions from a long-time educator and mom of a toddler: 

• Focus on Feelings: Help children clearly express their feelings by using specific language when supporting child-to-child interactions. Exaggerate your facial expressions if you are wearing a mask.
• Acknowledge ALL the Stress: We all feel stress, whether we’re preschoolers, parents, teachers, or administrators. It’s fine to explain in age-appropriate language to your child that grown-ups get stressed out, too. And a little grace goes a long way! 
• Calm Down: Practice and model strategies like deep breathing. Create a cozy space in your classroom or home that a child can choose to visit if they need a break.
• Adjust Expectations: Assume that each child is doing his or her best at any given moment. If a system isn’t working for a student, adjust the system rather than expecting the child to conform.
• Practice Peer Interactions: Learning to make friends, share, and solve problems with friends is important, but what feels “safe” is different for all families and keeps changing as the pandemic evolves. Find what works best for your child. As Dr. Kavita Tahilani explained, parents can find smaller, less intense ways for children to practice peer interactions. This may mean one-on-one playdates outside or virtual playdates using a common material like playdough.

With our focused, thoughtful attention to social emotional learning and the mental health of children and parents, the children in our care will be able to move past this time with resilience and strength.

Children are heading to school this fall, many for the very first time. Although the pandemic was an emotional rollercoaster for children and families, there is a silver lining: parents and teachers developed a more solid understanding of the importance of strong parent-teacher relationships and communication, a realization that can boost learning and development as we transition out of the pandemic.

Children thrive when parents and teachers have strong relationships.

As students head to schools and classrooms, social and emotional learning is parents’ top concern. Six in ten parents say they are worried about their children’s social and emotional development, about double the percentage of parents who said academic learning is their top worry, according to a new study released this summer (read the full New America report or coverage from Big Heart World). 

When young children go to school, parents’ responsibility for ensuring their early education and development doesn’t get passed off to the teacher. Parents know what happened over the last year and a half; they know where their children struggled and excelled, both academically and emotionally, and these insights must be shared with educators. Likewise, educators and parents/caregivers must work together over time to forge home-school connections that will support children’s learning to address children’s needs, both academic and social-emotional.

Over my 30 years in education, research, and child psychology, I have seen the powerful impact strong parent-teacher relationships have on children.

Take conflict resolution, for example. During my time as a leader of a Boston-based early childhood center, I saw my fair share of frustrated parents and children. Three year olds running from dad, dad becoming angry about his son’s lack of emotional regulation: all parents can relate and empathize.  

However, I also saw the effectiveness of parent-teacher relationships when mediating high intensity situations. I’ve seen parents, educators, and students working through big emotions — calming their bodies, preparing for open dialogue about emotions, sharing feelings, and finding solutions. 

When teachers and parents communicate about what is going on with their child/student, and identify ways to respond, model, and guide, it provides a consistency of messaging and shared expectations. The result: The child feels safe, secure, more in control, with a sense of pride and confidence. Plus, parents and teachers feel a lot better, too.

Ways parents and educators can work together to build strong relationships to help students:

New School Year, New Emotions

Children will bring big emotions to classrooms. For those who have never been to school before, fear and separation anxiety are to be expected. Children may have heightened anxiety about socializing after a year of staying home or being told to interact at a distance. For some, there may be a sense of over-excitement to see friends again.

While these are natural, left unsupported, these emotions can create disruptions within the child, between children, and throughout the classroom. 

As teachers address students’ academic needs, it’s important for parents to help children to identify, understand, and regulate emotions. This provides brain space for other activities such as focusing, problem solving, creative thinking and active listening. 

Parents can get the ball rolling by building on what they have observed over the last year and a half with their children and sharing what they have seen and learned about their children– what makes them most nervous, what helps them calm down, what sparks their curiosity, etc.

These are the critically important conversations that pave the way for an open dialogue between parents and teachers about children’s emotions. 

Consider YOUR Child and His/Her Needs

As we know, starting school is always filled with BIG emotions but this year is uncharted territory for many children and families. Therefore, parents should spend extra time reflecting on their children and their unique needs. 

Consider your child’s school experience before the pandemic and how they’re feeling about going back to school or to school for the first time. Consider the feelings your child experienced during the pandemic and experiences that might have shaped your child’s mindset or skills going into the school year. 

We recommend taking this quiz, developed by the Housman Institute and Big Heart World, to answer questions about your child’s social and emotional development at this moment and to get a list of your child’s unique needs and a personalized toolkit you can use to support your child’s social and emotional development. 

Keep Channels of Communication Open Between Parents and Teachers

Less than half of parents say they’re comfortable communicating with their children’s teachers. Although these conversations can be hard, they are important to support children’s growth.

Once parents have thought through their child’s unique strengths and needs, they’ll be more ready to open a conversation with their child’s new teacher. 

Talk to the teacher at the start of the year and make it your practice to keep the conversation going as the year proceeds. 

Communicating early and often will give teachers and parents the information they need to support children through this transition and promote their healthy growth and learning. 

Parents, over the last year — maybe without even knowing it —  have been prepping or building the communication tools to build strong working relationships with their child’s teacher. Now it is time to put parents’ vast knowledge to use to support their children’s healthy transition and school year success. 

When I was around five years old, I remember cuddling and watching TV with my Mom on our beige-colored pleather sofa. We stumbled on a special about children living in hunger and I distinctly remember the look on my Mom’s face: sadness, pain. Her eyes swelled up and she reached over to grab a tissue. I asked her why she was crying and she said in Korean, “This makes me feel so sad. No kid should be hungry.” She picked up the phone and made a call to donate money to an organization serving families facing food insecurity.

Looking back, I realize the hurt she felt when she saw those images probably was related to her own struggles growing up during the Korean war and being a first-generation immigrant to the United States from Korea. I often observed my Mom being open and vulnerable about her feelings — whether it was her joyful laughter that could light up a whole room, the look of exhaustion after a long day of work, or her sadness from things happening around her, which even included over-the-top, sad scenes from her favorite Korean soap operas that often made her burst into tears. (If any of you have ever watched a Korean drama, you know what I mean!)

The word that comes to mind when I think of her greatest strength is empathy. Empathy is the ability to sense other people’s emotions, and to imagine what someone else might be thinking or feeling. 

Growing Into An Empathetic Mother

When I became pregnant with my daughter, I knew empathy was one of the most important traits and skills I wanted to pass along to her. I also knew that developing empathy would begin with the kind of environment I created at home and the actions I modeled in our everyday life. In a wonderful new book published by Gregg Behr and Ryan Rydzewskin, When You Wonder, You’re Learning, they write: “To become loving and caring people, kids first have to know that they’re worthy of love and care themselves.”

One of the greatest ways we can show that our children are worthy of love and care is by meeting them where they are, sharing in things they seem curious about, and letting them know that their feelings—all their feelings—matter (here’s a great feelings song to sing together).

Yet, this pandemic has stretched us all — our patience, our energy, our resources, our everything! During the times when I felt like things were falling apart, I felt an even greater need to show my kids that “Mommy has it all together.” One afternoon, about three months into the pandemic, my daughter broke down in tears about how hard it was to not see her friends, not having met some of her teachers in person, and having to sit in front of a computer all day. She said, “You wouldn’t understand because you always seem happy and strong.” 

Wow, that hit me hard because while that couldn’t have been further from truth, it must have been what I projected to her. As we know, children take cues from their parents so in that moment, I check my own emotions by taking some time to breathe.

I then asked her to hold my hand and take some deep breaths with me — to help both of us calm down. After our last exhale, I admitted to her that I also have hard moments and she responded, “You do, too?” Suddenly, the heaviness that I noticed in her eyes, her shoulders, and her heart seemed a bit lighter. She was curious to know more and I shared that I struggle too, I feel sad, I feel so, so tired sometimes and talked about some of the things I do to feel better and unstuck in those moments. 

We both agreed that we couldn’t wait for the pandemic to be OVER, but I reminded her that we’ve gone through hard things before, and I know we will get through this together too. The conversation ended with her giving me a hug saying, “I know we will. Okay, can you leave my room now? I have to go back to class.” In that moment when she needed empathy from me, she showed empathy back to me. But it started with her feeling safe to express all her feelings first and all she wanted to know was that she wasn’t alone.

Being Actively Empathetic for Our Kids

Parents today have a different kind of pressure that I don’t think our parents had when we were growing up — there were no Facebook or Instagram feeds showing photo-after-photo of “perfect” families with perfectly groomed hair and outfits, and immaculate living rooms. But I realize that our children don’t expect or want a super-parent, they want to know that we are human too — with our share of feelings, struggles, and mistakes. 

Every parent’s situation is unique but making whatever moment we have count by being present to talk about these feelings with our children — in age-appropriate ways — can help them feel more compassionate towards others and towards themselves. Here are four questions and conversation starters that were helpful to us:

• How are you feeling today?
• What are you curious about? What would you like to learn more about?
• I wonder what it must feel like to be (name an animal, person from different life experience, etc.)
• Let’s imagine we’re…

Reading books together (check out this Big Heart World book list) can also open up a world of opportunities to learn about others’ perspectives and experiences.

Making the Most of a Hard Time

I’ve been trying to take photos of my kids and our family wearing our masks—at home and out and about—because one day, we’ll look back and remember how we got through a global pandemic, by trying our best, together. As hard and long as our days might be, my hope is that the struggles we face—all in our own ways—are building our children’s sense of empathy towards others going through hard times and sparking creative ways to show care and kindness.  

As my hero Fred Rogers said perfectly, “From the time you were very little, you’ve had people who have smiled you into smiling, people who have talked you into talking, sung you into singing, loved you into loving.” For me, it started with simple moments like cuddling on a pleather sofa watching TV and hearing someone else’s story with my Mom.

Brain scientists, educators, economists, and public health experts all agree that building a good foundation for healthy relationships begins at birth. The earlier that your child can adapt and develop key social-emotional skills — like attentiveness, persistence, and impulse control — the sooner they can begin engaging in healthy social interactions.

Young children aren’t necessarily born with the skills to engage in healthy relationships, but they ARE born with the potential to develop them. 

Parents can teach young children empathy by being the example. Show empathy daily to your children, family, and others in your community. When you show empathy, talk it through with your child and be attentive to their feelings. Use language like: “I know that was hard for you, you seemed sad but you’re safe and loved.” This language will help children become aware of their own emotions and feelings and it will help them become empathetic to others.

A Quick Empathy Checklist for Parents:

1. Explore your child’s emotions together and engage them in imaginative play to learn how to express feelings and better manage their emotions before starting preschool.
2. Teach your child that it’s okay to have whatever feeling they are having — anger, frustration, embarrassment, fear, even rage —  but that it is not acceptable for their actions to cross over and affect someone else negatively.
3. Teach your child that it’s good to pay attention to others’ feelings and to try to understand why someone else is having negative feelings. There is probably a good reason their friend is feeling angry or afraid.
4. Teach your child that it’s never okay for them or anyone else to use their feelings as an excuse to hurt or yell at someone. 

Parents play an important role along with teachers in laying a strong foundation for social-emotional skills that will help children form healthy relationships.

Family Activities to Practice Empathy

Here are two fun family activities that you can do at home with your little one to help teach them about empathy:

Make a Kindness Tree

The Kindness Tree is a symbolic way to record kind and helpful actions. Family members place leaves or notes on the tree to represent kind and helpful acts. Parents can notice these acts by saying, “You __(describe the action)__ so __(describe how it impacted others)__. That was helpful/kind!” For example, “Shubert helped Sophie get dressed so we would be on time for our library playdate. That was helpful!”

The Kindness Tree can also grow with families who have children of mixed ages. Initially, young children simply put a leaf on the tree to represent kind and helpful acts. As children grow and learn to write, the ritual evolves to include writing the kind acts down on leaves or sticky notes. Start your own Kindness Tree with this template.

Families with older children can simply use a Kindness Notebook to record kind acts and read them aloud daily or weekly.

Create a “We Care” Center

The We Care Center provides a way for family members to express caring and empathy for others. Fill your We Care Center with supplies like first aid items (Band-Aids, wet wipes, hand sanitizer, scented lotion), card-making supplies (preprinted cards, paper, crayons, sentence starters), and a tiny stuffed animal for cuddling.

When a friend or family member is ill, hurt, or having a hard time, your family can go to the We Care Basket to find a way to show that person you care. At first, parents might need to suggest how and when to use the We Care Center, but your children will quickly understand the intent. The We Care Center encourages the development of empathy by providing a means for children to offer caring and thoughtfulness to others every day.

Key Takeaways:

• Identifying emotions helps children communicate their feelings and provides them with tools to feel confident expressing themselves.
• Encourage children to notice their physical and behavioral expressions of different emotions.
• When children are aware of their emotions they can practice more effective regulation strategies.

Emotions can be confusing and overwhelming for adults, so just imagine how it must feel for a young child. Children feel a vast array of emotions daily, sometimes experiencing quick shifts between each one. On top of that, children are realizing that they can have multiple feelings at the same time. It’s a lot!

“Big” emotions (e.g. anger, sadness) can be particularly challenging for children who don’t yet know how to communicate and manage their feelings effectively.

Encouraging children to label and describe their feelings, both in everyday moments as well as during times they’re experiencing difficult emotions, can help children build emotion awareness.¹ However, it is important to keep in mind that discussions about big and difficult emotions happen best after your child has had time to decompress!

When children have a greater awareness of their emotions and a vocabulary to communicate their feelings, they have the tools to tell you how they are feeling, which allows them to seek help and work on emotion regulation strategies.¹

So the next time your child feels upset, they might recognize the sensation of a faster heartbeat, tenderness in the throat, and increased body temperature — and think to themselves, “I’m feeling angry.” This awareness can lead to action, seeking comfort from an adult or taking some time to cool off.

As children build their emotional literacy, they develop confidence in the way they experience their own emotions and learn that feelings can change.² As children grow older, their understanding of emotions evolves with time.

What does identifying emotions look like at different ages?

3-4 years

• Labeling distinct emotions, like “happy” and “sad.”
• Using language to describe their feelings, “I feel happy when I pet the cat.”
• Exploring that they have different ways to express different feelings, “I stomp my feet when I’m mad and I laugh when I’m happy.”
• Trying out a variety of ways to show their feelings, and noticing how others receive and respond to those feelings.

4-5 years

• With adult support, identifying which regulation strategies work for them, and beginning to practice them independently.
• Understanding that feelings can change or have different levels of stimulation, (e.g., the feeling of frustration as opposed to anger).
• Exploring the idea that you can feel more than one feeling at the same time.

5-6 years

• Beginning to understand more complex emotions like worry and trust
• Expressing that their feelings change throughout the day.
• Identifying appropriate ways to express their changing emotions in different contexts.
• Increased confidence and autonomy in choosing regulation strategies and communicating emotions.

Here are some ways to help your child assess their emotions:

• Model emotion awareness in your own life. ³ When your child sees you experiencing feelings, name them: “I’m feeling really sad that we can’t visit Grandma right now. I really miss her.”
• Help children understand the connection between body language, facial expressions, and emotions by specifically pointing them out. ³ For example, “I can see that you are hiding behind me and covering your face, are you feeling scared?”
• When you’re playing pretend or telling stories, have the characters express a range of emotions and play out different scenarios. ⁴ Role play and storytelling are excellent ways to learn about and practice emotions!
• Let your child feel their feelings—the good, the bad, and the ugly. ⁵ Try not to convince them that they’re “fine,” when they’ve expressed (possibly very loudly, and of course in public), that they are not in fact fine. Let them experience and process their emotions. Afterward, have a conversation about appropriate ways to manage their emotions in the future.

As a third grade teacher at an independent school in Boston, I knew that my school was doing all it could to prepare teachers for the 2020-21 school year. But in the summer of 2020, I was constantly feeling stress, anxiety, and frustration. After being remote for several months, I wondered: Will I feel safe going back into our school building? Is it possible to build a community over Zoom? How will we make sure everyone will follow the health and safety guidelines? What about all the kids in schools that won’t be able to reopen? 

The beginning of the school year always marks an exciting new journey for students, and I wanted to create the same enthusiasm for the new school year that I always had. I didn’t want to bring my negative emotions into my time with the children. I needed to be there for them so that they could feel a sense of normalcy. Now, I laugh that I thought hiding my emotions would help create normalcy.

There was nothing normal about this year.

In the same way that vulnerability in a time of unpredictability is scary and uncomfortable for adults, I quickly learned that the children in my classroom were experiencing those same feelings of worry, fear, and concern. 

What makes children and adults different is that children don’t have the same tools as adults do to process emotions. 

The physical distance we had to keep, not being able to see each other’s faces through masks, and the rigidity and time-consuming nature of the health and safety rules while instituting an important level of safety were obstacles for community building.

Journaling together was one way that my students and I combatted the stress of the year and built community in our third grade classroom, against the odds.

Every day, my co-teacher and I set aside 15-20 minutes to play calming music, sit with our journals, and write with the kids. 

The purpose of this time was empowering students with strategies for calming their bodies and minds, and showing them how a journal can be used as a mode for expression and reflection. As I wrote, I used a document camera to project my own journal.  One day I created a comic strip about what I did over the weekend and the next I wrote a poem about how I miss seeing my grandparents. There were no rules. Want to write a poem? Awesome. Want to draw a picture? Amazing. Need to take the day to just think? Great choice. 

How we set up this space for children has been an important element of its success. The factors that have made this time engaging and meaningful are that the children are encouraged to use real life and prompts to inspire their authoring; they are free to create with or without a set structure; the time is passion-oriented and student-directed with teacher support (Bruyère & Pendergrass, 2020). 

We closed out our journaling time with a share-circle. Sharing was always optional. Some kids chose to share every day. It took other kids time, watching their peers share for weeks before wanting to share. Share-circles offer children an opportunity to build confidence in their writing, reading and even speaking abilities when sharing orally. They help to establish a sense of community and offer the chance to share important home-school connections as well as learn new things about their peers, developing deeper, more authentic relationships with classmates (Routman 2004; Hall 2014).

This year, the transformation and healing that journaling and share-circles brought to each of us as individuals and to all of us as a community, was empowering. In a time and space that can feel so isolating and uncertain, this became a daily moment of community and unity.

Here are a few steps that you can try to encourage journaling in your classroom or home:

1. Find two journals or make your own (fold and staple several pieces of paper together). If you’d like, spend a day decorating and designing your journal with your child(ren) with whatever materials you have available.
2. Find a calm space you can write (or draw) together with your child(ren). 
3. Consistency is important. Set up a consistent time to sit down for 15 minutes and write together. It can be daily, weekly, before bed, at breakfast — whatever works for you. 
4. Offer a few minutes at the end to share with each other. Keep it optional and communicate expectations for feedback. It can be helpful at the beginning to model what it looks and sounds like to share something personal. 
5. Keep it open and have fun!

This week, my four-year-old daughter, Abigail Rose, told me that her best friend had punched her at school. I asked if she had told her teacher what happened and she said yes, and that he had gotten in “big trouble” for what he did.  Rather than being pleased her friend had been disciplined, my daughter was sad about it.   “Mom, I asked Ms. Valerie if his time out could be over because he already said he was sorry, and I already forgave him and he’s my friend,” she told me.  My big-hearted baby girl is growing up so quickly and I am so proud of so many of the choices she makes every day: choices to be kind, gracious, loving, and compassionate. No one is even allowed to kill a bug in her presence because she says that God put her in this world to help care for all creatures, big and small.  So, how did I ever get so lucky? Truly, I don’t think luck has anything to do with it. Children, from the earliest age, begin to absorb everything around them. The things they see, feel, hear, and experience in their earliest years of life become a part of who they are and who they will one day become. Our children may not remember every moment of their early childhood, but what they will always remember is how we made them feel. How I treat them now is how they will grow up to treat others. My Abby is incredibly sweet and a wonderful little human, but she is also sassy and spicy and she gives me a run for my money!  I see so much of myself in her and whenever she is giving me a hard time, I try my best to react in love because I know that on my hardest days, I need a little extra love, too. When she cries because it’s clean up time and the floor is literally covered in toys to the point where you can no longer see the carpet underneath, I validate her feelings and we clean up together because I know how it feels to be overwhelmed. When she is on edge right before her dance recital, I try to remember that she has a tummy full of butterflies and I let her know that it is okay to be nervous and that I’ll be there to support her, no matter what. I live by the golden rule with my children, always keeping in mind how I might feel in their shoes.  My second child, August Rain, was born with a neural tube defect that completely turned our world upside-down. He had a major spinal surgery at four months old, multiple hospitalizations, and a variety of challenges that we faced together as a family in his first two years of life.  There were times I held my daughter as I cried over her baby brother and I would explain that Mommy was feeling sad and scared and that everyone feels those things sometimes but what’s important is that we talk to someone that can help us to feel better, that we cry when we need to and that we don’t try to hide how we feel. I do not hide my heart from my children, I share it with them.  I see now how those experiences have left life-long impressions on my daughter’s heart. Last week, I had a mini meltdown at my computer when August interrupted me for the 500^th time while I was busy working and I just couldn’t hold back my tears any longer.  Abby came up and said, “It’s okay, Mommy, I’m here to help you feel better.” Oh, my heart.  Becoming a special needs mom has made me even more passionate about my mission to spread kindness by raising kind kids.  I believe that the best way to raise kids with big hearts is to parent with a big heart. We lead by example and it can be incredibly challenging to be that role model of grace and kindness all the time but when we see our babies growing into these amazing, compassionate little people, it is absolutely worth it.

Tantrums and meltdowns are high-stress moments for children and caregivers alike. As grown-ups, we want to help children process and control their strong emotions so moments like these occur less frequently. 

But before we can start teaching self regulation — helping children manage their emotions and behaviors — we need to lay the groundwork. Remember: Young children just recently learned to walk, talk, and control their bladders. Jumping right to managing emotions can be a heavy lift! 

Here are three important prerequisites that we should work on before helping children learn to control their emotions: 

1. Put Safety First

Before children are able to self-regulate, they need to feel safe both physically and emotionally. They need to know that their grown-ups support them and are going to listen to them and protect them. You help your child feel emotional security by sticking to a daily routine and by building time into your routine to listen and talk. Knowing that they have your attention gives children a sense of security. It also helps them feel safe to talk about feelings and gives you an opportunity to validate their thoughts and feelings. When you intentionally give affection and praise and even say the words “you are safe,” it helps children feel secure. It seems simple, but it’s powerful, especially after big emotions or moments of uncertainty. 

2. Build Connections

It’s important to build a positive relationship, rooted in trust, before attempting to teach children more advanced skills. You do this by being present and making eye contact; giving a high five or a hug; and playing! When you play together, let your child take the lead. Even 10 minutes a day can make a big difference. This Connected Families video: Spending Special Time With Your Child has more tips on building connections. 

3. Lead the Way

You’re a role model to the children in your life; they will mirror what they see YOU do. When they see you face frustrations and work through them in a positive way, they learn how to do it themselves. You don’t have to give a child a play-by-play of a frustrating work call, but you can talk to them, in age-appropriate ways, about how you feel and what you do about it. Having a meltdown from feeling strong emotions is expected from young children, and we can help them process their feelings by modeling self-awareness and showing them how to express feelings in healthy ways.

4. Introduce the Feelings

Before a child can regulate emotions, they have to know how to identify those feelings with words — from happy to sad to angry. Talk about what our faces look like when we’re sad or what our bodies feel like when we’re mad. (This Connected Families video, Labeling and Acknowledging Emotions, will help learn more about the feelings.) 

After you build trust, help your child feel safe, and guide them in understanding emotions, then you get to work with him or her learning to manage emotions — especially the BIG feelings that can lead to tantrums, meltdowns, and stress.