![]() Eventually, her Head Start family worker helped Justin T. He desperately needed more sleep, but he was too worried. sometimes woke up to the scary sounds of his mother being hurt. As for, Justin T.? Well, we learned his mother was a victim of ongoing domestic violence. We provided her with a choice of art materials and manipulatives which she enjoyed at a table. Children can understand that some of their friends need to rest, so they need to use their quiet time skills.Įvery child is different. A teacher needs to stay near this area to guide children and make sure they are engaged. Quiet activities can include books, small felt boards and felt shapes, puzzles, pegboards, drawing, or writing. Adults can help children learn to slow down and relax.Ĭhildren who remain awake can choose to rest on a cot or move to an area of the room and select a quiet activity. Rest time is an important learning opportunity for self-regulation. Instead, they can be encouraged to see if they are sleepy for a short time, often with a book. Children cannot and should not be required to remain inactive on cots. Many educators incorporate relaxation strategies, such as helping children learn to take some deep slow breaths. Some programs use audiobooks that can help children focus on resting. Lights can be dimmed and soft music played. Rest time should be relaxing for both educators and children. The Head Start Program Performance Standards require that preschool programs operating more than six hours provide a rest time, as well as quiet activity alternatives for children who do not fall asleep ( 45 CFR §1302.31(e)). So many of our Head Start children have experienced trauma, loss, and uncertainty in recent months. Children may miss their parents or caregivers most at rest time, especially when they are new to the program. Other children who come to Head Start programs don’t feel safe enough to let themselves fall asleep. Unfortunately, and as most of us adults know, being overtired may make it harder to fall asleep. Some children come to their centers tired, as many preschool-age children do not get all the sleep they need. It can be hard to tell whether children “need” to nap. As most experienced educators recognize, some 4- and a few 3-year-olds no longer require an afternoon nap. Recent studies affirm that children’s need for sleep varies according to the development of the brain’s hippocampus. Sleep, it turns out, is required for learning as well as for health. Young children need more sleep than older children and adults. Research is very clear that human beings need sleep. ![]() Some of the children in my room fidgeted, pulled toys off shelves, and talked to each other, but most drifted off to sleep within the first 10 minutes of our hour-long rest period. She lay on her cot at rest time, listened to the soothing music, and remained wide awake. Shiquira was another child in my Head Start room those many years ago. Staff need a break, they have paperwork to do, and they sometimes desperately want children to go to sleep. All of it can come to a head at rest time. At the same time, teachers, teacher assistants, and family child care providers may be new to the Head Start program and less familiar with the regulations, routines, and positive supports that keep children safe and help them thrive. After more than two years of pandemic, with spotty if any time spent in their Head Start programs, children may have less experience in group care, different social skills, and more experience of trauma. You take him.”Įducators of the 3- to 5-year-old set need a break. When the cots came out, Justin T.’s eyes filled and he screamed, “I WANT MY MOMMY.” The assistant teacher put her hands over her ears and quietly said to me, “I can’t take that noise. During the first weeks, he wailed for several minutes after his mother dropped him off but was fairly easily engaged in the wonders of the room - blocks, cars, books, meals, friends - he loved it all. My Head Start classroom was his first experience away from home. was a younger 4-year-old who seemed even smaller and younger than his actual age.
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