Children in care
Information for kindergarten teachers
Purpose
This presentation provides information to help
teachers understand some of the challenges, and
better support children in care.
It is informed by Calmer Classrooms: A guide to
working with traumatized children, by Laurel
Downey, 2007, available at:
http://www.ccyp.vic.gov.au/childsafetycommissioner/
publications/parents_resources.htm.
Children in care
Children in care are likely to experience behavioural
problems and health issues, such as a higher
incidence of depression, anxiety and Attention Deficit
Hyperactivity Disorder (ADHD).
Their attendance at kindergarten may also be erratic.
Children in care may need many repetitions of the
same activity to learn new skills and behaviours.
Kindergarten teachers can work to develop positive
relationships with children in care by understanding
some of the challenges for these children.
Supporting children in care
Kindergarten teachers
are in a position to
support children in care
in each of the learning
and development
areas.
Identity
Children in care may
experience challenges due to:
• feelings of shame
• having low levels of trust in adults
• lacking feelings of attachment
• failing to respond to positive encouragement.
Children in care may experience a sense of isolation,
even in kindergarten. Kindergarten teachers can
support them to build a confident self identity.
Connectedness
Children in care may have a
compromised sense of connectedness.
This might present as difficulty:
• understanding emotions
• showing care and concern for others
• interacting positively.
Teachers can provide support by modelling strategies
for interacting positively and by explicitly teaching
skills, e.g. turn-taking in group time.
Wellbeing
Children in care may require support to
understand and regulate emotions.
They may not have internalised limits
and boundaries, or the language to
express their feelings and responses.
Teachers can:
• enhance emotional literacy* by labelling and
discussing feelings
• teach strategies for managing problem solving and
strong emotional feelings, and for resolving conflict.
* the ability to recognise, understand and appropriately express emotions.
Active learning
Abuse, neglect and other trauma
reduce a child’s capacity to manage
stress and engage in learning.
Children in care might present with
hyperarousal* and/or dissociation†.
When teachers understand the reason for these
behaviours, they are in a better position to support the
child to engage in learning.
* reacting aggressively and trying to control their environments, reacting negatively
to discipline
† withdrawal, inattention, pre-occupied fear state, blank, numb.
Communicating
Children in care may experience
delays in speech and language
development.
Teachers can support children by:
• focusing on communication and interaction with
other children and adults
• explicitly teaching skills for communicating and
making ideas clearer by adding visual cues,
gesture or mime
• referring the child for further specialised support.
Strategies for kindergarten teachers
Teachers can support children in care by:
• noticing the child’s progress, rather than comparing
the child’s learning and development with peers
• providing specific strategies to support learning
• encouraging each child to do their best
• collaborating with carers and support agencies
• building successful strategies to manage transitions
to school.
Inclusive learning environments
Kindergarten can provide inclusive learning
environments for children in care by:
• providing continuity and stability for children living
turbulent lives
• allowing children to experience safe and accepting
environments
• ensuring there are adults who establish strong
relationships with vulnerable children
• responding to the needs of the child in all areas of
development and learning.
Further resources
• Commission for Children and Young People (Vic),
including Calmer classrooms & Caring classrooms
http://www.ccyp.vic.gov.au/childsafetycommissioner/
publications/parents_resources.htm
• Queensland Studies Authority
www.qsa.qld.edu.au/12974.html > Professional topics
> Inclusion and diversity > Children at risk
• Department of Communities, Child Safety and
Disability Services
www.communities.qld.gov.au/gateway > Protecting children
• Office for Early Childhood Education and Care
http://deta.qld.gov.au/earlychildhood/