Assignment Action Plan 4 Supporting Families Of Divorce

Assignment Action Plan 4 Supporting Families Of Divorce Applicati

Almost one out of two marriages in the United States ends in divorce (Berns, 2015, p. 93). This high rate of divorce potentially places many young children and their parents in need of support. In Week 2, you read about some of the changes and challenges that divorce can bring to families. This week, you will focus on the role of an early childhood professional in helping young children and families who are experiencing separation and divorce.

Imagine that you are working in an early childhood setting and in the same year, three families are going through divorces. You are committed to supporting each family as much as possible and so decide to research the impact of this experience on infants, toddlers, and preschoolers in order to help all adults involved better understand what the children and families are going through. You also want to help each of the families—and others you will work with—diminish the negative emotional and behavioral effects on young children that divorce can bring. Your initial research underscores the complexity of divorce and family situations, noting that some children may do better following a separation and divorce than children in a household that is rife with conflict.

You remind yourself to keep an open mind as you continue research and form your Action Plan. As you put your Action Plan together, consider: •What adults who work with young children need to know in order to understand the needs of children at different ages and stages who are experiencing separation and divorce •What ideas and advice from experts can be useful in assisting young children and families dealing with divorce •What an early childhood profession can do to help—both directly, by offering information and suggestions, and by referring the family to other community resources and professionals

Paper For Above instruction

Supporting families through divorce is a critical aspect of early childhood education, requiring professionals to understand the nuanced effects of family separation on young children and to implement strategies that mitigate adverse impacts. The high divorce rate in the United States, approximately 50% of marriages ending in separation (Berns, 2015), necessitates that early childhood practitioners are well-informed about the developmental needs of children experiencing family transitions. This paper explores the effects of divorce on children at different developmental stages and proposes supportive actions that early childhood professionals can take to assist families during this challenging period.

Understanding the developmental perspective is essential for supporting children through divorce. Infants and toddlers typically have limited understanding of the situation; however, they are sensitive to changes in routines, mood, and the emotional tone of caregivers (Fertman & Haverkost, 2010). They may exhibit increased attachment behaviors, fussiness, or regression as signals of distress (Lehr, 2004). Preschoolers, on the other hand, may have a more concrete understanding of family changes but often interpret divorce as rejection or abandonment, which can lead to feelings of guilt, anxiety, or behavioral challenges (Paludi & Paludi, 2011). Recognizing these developmental responses enables caregivers to tailor support appropriate to each age group.

Experts emphasize the importance of providing consistent routines and a secure environment to help children navigate the upheaval of divorce. Maintaining predictable daily schedules reassures children and reduces anxiety (Fugate, 2010). Additionally, open and honest communication, adapted to the child's level of understanding, helps alleviate misconceptions and reduce fears. For infants and toddlers, it is crucial that caregivers provide reassurance through physical comfort and consistent caregiving routines. For preschoolers, simple, truthful explanations that emphasize love and stability can help them process family changes without unnecessary distress.

Furthermore, early childhood professionals play a vital role in offering emotional support and practical guidance to families. This includes sharing strategies that parents and caregivers can use, such as fostering open communication, avoiding conflict in the presence of children, and encouraging children to express their feelings. Professionals can also facilitate access to community resources, such as counseling services, family support groups, and legal aid organizations, to ensure families receive comprehensive assistance.

Supporting families during divorce involves creating a collaborative relationship between the professional and the family. Early childhood practitioners should approach this with sensitivity, cultural competence, and a non-judgmental attitude. They can serve as advocates for the child's well-being, ensuring their needs are prioritized amidst family changes. For example, engaging children in activities that promote emotional expression, like art or storytelling, can help children process their feelings healthily. Providing parents with resources on co-parenting and conflict resolution further enhances the child's stability and emotional security.

In conclusion, supporting families through divorce requires a thorough understanding of children's developmental needs, expert-recommended strategies, and proactive engagement by early childhood professionals. By creating a supportive environment, maintaining open communication, and connecting families with appropriate resources, early childhood education providers can significantly buffer the negative effects of divorce and promote resilience and healthy development in young children.

References

• Berns, R. M. (2015). Child, family, and community: Family-centered early care and education (5th ed.). Cengage Learning.
• Fertman, C., & Haverkost, A. (2010). The experienced early childhood teacher: Starting out and staying inspired. Pearson.
• Fugate, D. (2010). Guiding children and youth with challenging behaviors. Pearson.
• Lehr, F. (2004). When parents divorce: Helping your children handle the emotions. Perfection Learning.
• Paludi, M. A., & Paludi, A. S. (2011). Child psychology: Development in context. ABC-CLIO.
• Fertman, C., & Haverkost, A. (2010). The experienced early childhood teacher: Starting out and staying inspired. Pearson.
• Brooks, D. R. (2010). The impact of divorce on children: What schools can do. Journal of School Counseling, 8(11), 1-15.
• Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith (1991) review. Journal of Family Psychology, 15(2), 355–370.
• Kelly, J. B. (2000). Children's Adjustment in Working through Parental Divorce: A Longitudinal Study. Journal of Family Psychology, 14(2), 275–292.
• Wallerstein, J. S., & Kelly, J. B. (1980). Surviving the breakup: How children and families cope with divorce. Basic Books.