Charlotte Wallinga

Helping Children Cope with Stress in the Classroom Setting.

T en-year-old Sheila lives with her mother and 7-year-old brother in a middle-class neighborhood. Although Sheila usually receives good grades in school, she becomes very anxious prior to a big test or project. She has a few friends, but frequently has disagreements with them. In fact, she is considered unpopular and is occasionally taunted at school. At the end of each school day, Sheila and her brother go home to an empty house, where they are usually alone for an hour or two. On the days their mother works late, Sheila and her brother may be alone for up to four hours, and Sheila is responsible for preparing dinner. Although faced with numerous stressors, Sheila has only a few coping strategies at her disposal, none of which are very effective. For example, Sheila starts fights when she has trouble getting along with her classmates. She uses television as an escape from the pressures of schoolwork or being alone at home. As a result, Sheila usually gets a late start on her assignments, and subsequently stays u p past her normal bedtime to complete her work. She becomes tired and irritable, making it difficult for her to pay attention the next day in class or to get along with her peers and teachers. Like Sheila, many school-age children are subject to school-related stressors such as failing grades, overly demanding classroom environments, athletic requirements, peer relationships, tests, and conflicts with teachers (Jewett, 1997; Romano, 1997; Scherer, 1996; Sears & Milburn, 1990). Stress is part of even the youngest students’ lives, making the concept of a carefree childhood nearly obsolete (Large, 1999). Teachers witness many of these stressors and their effects on the classroom. Academic problems, behavioral problems, children’s complaints of stomachaches or headaches, and drug use all may be related to excessive levels of stress in children’s lives (Omizo, Omizo, & Suzuki, 1988; Ryan-Wenger & Copeland, 1994). Various theoretical models explain stress and its effects on individuals. None of these models, however, deals explicitly with childhood stress. One popular model, the cognitive-transactional model, does provide a convincing means of describing children’s experiences with stress (e.g., Atkins & Krantz, 1993; Ryan-Wenger & Copeland, 1994; Sharrer & Ryan-Wenger, 1991; Sorensen, 1994).

Children's and Adolescents' Response to the Prospect of Nuclear War: A Review

A review of research examining the response of children and adolescents to the potential of nuclear war is presented. The dearth of research studying young children is discussed and the large body of research focusing on adolescents is reviewed, utilising the following major categories: (a) the early studies of the response to nuclear war; (b) knowledge of nuclear developments; (c) effect of knowledge on fear about nuclear war; (d) fears/worries about the threat of nuclear war; and (e) the effect of fear about nuclear war. Finally, the few studies which have examined the response to the threat of nuclear war within the family context are reviewed. In the final section of the paper, a critique of the existing research is presented, and recommendations for future research are offered, including methodological concerns and a theoretical approach to understanding the response to the threat of nuclear war.

Connecting Families and Classrooms Using Family Involvement Webs

F A amily involvement has become a popular concept for educators, as they increasingly recognize the benefits that result from engaging families in their children’s education within and outside the classroom. Yet, family involvement is not well understood (White & Coleman, in press). Although models are available (Epstein, 1995; Epstein ‘& Dauber, 1991), implementation of family involvement programs can, at times, be difficult. Families do not share the same backgrounds or interests. Family schedules do not allow for uniform activities. For various reasons, parents may not be able to carry out the educational activities that are sent home. Fortunately, educators can manage these challenges by searching for common ground between families and classrooms (Coleman, 1997). Just as classroom activities require planning and organization, so too does family involvement. This article introduces family involvement webs as one means by which to plan for and organize a family involvement program.

Reviews of Research: Children and Nuclear War

Abstract Even though we may be on the edge of a new world order, the recent crisis in the Persian Gulf makes it imminently clear that we are continually on the edge of nuclear war. The following review provides information on childrens knowledge, feelings and fears about nuclear war. Implications for teachers to help address childrens concerns are also discussed.—S.B.S.

Parental Involvement Routines and Former Head Start Children's Literacy Outcomes.

This study examined the relationship between parental involvement routines and former Head Start children’s literacy outcomes. Former Head Start children (n = 3, 808) from the National Head Start/Public School Transition Demonstration Research Project comprised the sample. Family routines and literacy outcomes in kindergarten were examined, revealing routines at home and school to be beneficial to literacy outcomes in kindergarten.

Coping in the Nuclear Age: The Practitioner's Role

Research concerning the effect of the nuclear threat on children and families is reviewed. Findings suggest that children and youth fear that the possibility of nuclear war may have serious consequences in their lives. Moreover, children are unable to address these fears, and parents often feel powerless in helping children cope with such fears. The authors offer suggestions for practitioners in helping clients cope with their fears.

Engaging Families in the Fight against the Overweight Epidemic among Children

Engaging families in the fight against the overweight epidemic among children. Subject: Obesity in children (Prevention) Children (Food and nutrition) Authors: Coleman, Mick Wallinga, Charlotte Bales, Diane Pub Date: 03/22/2010 Publication: Name: Childhood Education Publisher: Association for Childhood Education International Audience: Academic; Professional Format: Magazine/Journal Subject: Education; Family and marriage Copyright: COPYRIGHT 2010 Association for Childhood Education International ISSN: 0009-4056 Issue: Date: Spring, 2010 Source Volume: 86 Source Issue: 3 Product: Product Code: E121920 Children Geographic: Geographic Scope: United States Geographic Code: 1USA United States Accession Number: 220467974 Full Text:

Health and Safety in the Early Childhood Classroom: Guidelines for Curriculum Development

great deal of attention has been given to childhood health and safety over the past decade, and for good reason. Rates of childhood overweight are on the rise (Krebs et al., 2003) and childhood injuries remain unacceptably high (National Safe Kids Campaign, 2003). In response to these and other threats, different groups and government agencies in the United States have taken steps to advance a healthier and safer environment for young children. Some of these steps include creating an index for tracking childhood well-being (Foundation for Child Development, 2004), conducting a nationwide longitudinal study to better understand the threats to childhood health and well-being (National Children’s Study, 2004), and establishing national health objectives to promote a healthier society (U.S. Department of Health and Human Services, 2000a). In addition, medical organizations have issued recommendations aimed at controlling specific health threats, such as those associated with overconsumption of soft drinks (Taras et al., 2004) and obesity (Krebs et al., 2003). Early childhood teachers have a variety of health and safety resources to draw upon, including information about and educational programs dealing with such issues as fire safety (Cole, Crandall, & Kourofsky, 2004), obesity (Huettig, Sanborn, DiMarco, Popejoy, & Rich, 2004), and dental hygiene (Alkon & Boyer-Chu, 2004). In addition, early childhood teachers can take advantage of Internet resources and fact sheets provided by such organizations as the Centers for Disease Control and Prevention (2004) and the National Safe Kids Campaign (2004a). On the other hand, teachers may face a number of challenges when attempting to incorporate health and safety resources into the curriculum. In some cases, the resources may not be age-appropriate or may not meet the needs and interests of children in a particular classroom. Other teachers may believe they lack the time or background knowledge to properly understand or implement activities aimed at promoting health and safety practices among young children. Consequently, teachers need guidelines to help them select and develop health and safety educational activities for their classrooms. This article will share three guidelines-defining health and safety concepts, establishing a rationale for a health and safety curriculum, and identifying theoretical perspectives to guide a health and safety curriculum-that the authors followed in developing and implementing a preschool health and safety curriculum that has been used by early childhood trainers and teachers across three states in the southeastern United States (Bales, Coleman, & Wallinga, 2004). Teachers ne d