“Already in preschoolers, children make enormous development of development-linguistically, emotionally and socially,” says kindergarten psychologist Ruth Himmelbauer-Brunmayr. The move to kindergarten is a real challenge: “Learning children to solve themselves from familiar caregivers, to meet, share, share and deal with conflicts. In addition to all this, they experience feelings more intensively and learn to name them. A huge chunk for every child-and also a challenge for adults who accompany them,” she says in the podcast conversation.
The focus is shifted with school starts. The self -concept develops, children experience success and defeats, learn to deal with pressure to perform and increasingly reflect who they are.
“There are new tasks in youth,” adds Stefanie Ostermann, workshop manager for (socially disadvantaged) young people at proges. This includes independence, career orientation, the desire for belonging, but also dealing with strong feelings such as anger, uncertainty and sadness.
Endure and name feelings
Especially when children do not find words for their feelings, there may be anger or frustration. Parents and educators then learn how important it is to reflect these feelings: “I notice that you are annoyed because the food is on the wrong plate.” Such short feedback helps children to better understand their inner states. “It is important to show children to deal with their feelings,” explains Himmelbauer-Brunmayr-for example with picture books, rituals or individual strategies to reduce anger or frustration, such as boxing in a cushion. “This does not work from one day to the other. Often school children and adolescents cannot yet do that.
If the frustration tolerance is low in toddler age, it can develop with support and good role models. This can still mature in adolescence. “In my work, I often experience that young people are very busy feelings,” says Ostermann. Talking about talking about it is an essential building block. But one thing is particularly needed for this: caregivers.
Development runs into nothing without stable relationships. How do you build this “safe binding”? “15 minutes of daily, undivided attention without a cell phone or distraction, cuddling together, playing or listening to real life is often enough,” says Himmelbauer-Brunmayr. Rituals, such as a good night story or the preparation of breakfast together, give security and support.
“Other people then become significant in adolescence,” adds Ostermann. Friends gain influence and the search for identity often runs through social media – not without risks. Girls in particular often suffer from questionable beauty ideals and self -doubt, but young men are also under pressure to correspond to contradictory role images – they should be strong, successful and male, show feelings at the same time and be understanding. It is important for both to be accepted and taken seriously.
When do you need professional support?
Not every problematic behavior is a reason to worry. But if difficulties last longer or a child repeatedly fails to challenge challenges, it is worth taking a close look. Professional accompaniment, according to Stefanie Ostermann, helps to identify and promote individual needs-for example in the context of proges offers and low-threshold workshops.
Conclusion: The sum of small, reliable gestures, honest conversations and time together makes the difference. Perfection is not the goal. Anyone who accompanies children and young people goes through ups and downs themselves. The good news: Every phase is an opportunity – for learning, growing and staying healthy. This is how children become strong – and happy.
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Image: EE
Source: Nachrichten
