Supporting Children Through Family Loss: Infants And Toddler

Supporting Children Through Family Loss: Infants, Toddlers, and Preschoolers

You will respond to each of the following; please label each section individually.

You will respond to each of the following; please label each section individually. For this Action Plan, you will answer in paragraph form, rather than within bullet points. However, each section is its own. Remember you are addressing the parents and family members who have just experienced a loss. Please use the headings that are highlighted below; you do NOT need to re-write the assignment within your Action Plan.

Part I: Supporting an Infant (birth through 2 years old)

Infants, from birth to two years of age, possess limited cognitive understanding of death, yet they are capable of sensing emotional changes within their environment. Research indicates that infants may not comprehend the finality of death but can perceive feelings of sadness, tension, or distress from their primary caregivers or family members. For example, an infant may become more irritable, display changes in sleep or eating patterns, or seek comfort more frequently when a family member passes away (Dowling & Hargrave, 2014). Such responses are often a reflection of their heightened sensitivity to their caregivers' emotional states rather than an understanding of the concept of death itself. To support an infant through a family loss, experts emphasize maintaining a consistent routine to provide a sense of stability and security. Responding with extra physical comfort, such as cuddling and holding, can help soothe an upset infant. It is also crucial to communicate soothing words, even if the infant does not understand the language, as this offers reassurance. The American Academy of Pediatrics recommends that caregivers remain attentive to the infant's cues and provide ongoing affection and presence to mitigate feelings of distress (American Academy of Pediatrics, 2014). Ensuring a predictable environment and full-body reassurance are essential strategies that help infants navigate emotional upheaval associated with loss.

Part II: Supporting a Toddler (2 years old through 3 ½ years old)

During the toddler years, a child's understanding of death begins to develop, but their perception remains somewhat egocentric and concrete. Toddlers may believe that death is temporary or reversible, often confusing it with sleep or going away, due to their cognitive limitations (Silverman, 2016). They may feel a mixture of confusion, fear, and sadness, but their ability to articulate these emotions is limited. Unlike infants, toddlers may exhibit more overt reactions such as tantrums, clinginess, regression in behaviors like potty training, or a crying spell in response to a family member's death (Chadwick, 2018). Their reactions are different from infants because toddlers are able to recognize that someone has died, but their understanding of its permanence is limited; hence, their responses are often characterized by uncertainty and distress. Expert advice suggests that caregivers should offer honest but simple explanations, emphasizing the permanence of death while avoiding euphemisms that might confuse the child. It is beneficial to provide reassurance, maintain routines, and offer consistent comfort to help toddlers process their feelings. Additionally, it can be helpful to validate their emotions and encourage them to express their grief through age-appropriate activities such as drawing or talking about their feelings (Worden, 2018).

Part III: Supporting a Preschooler (3 ½ years old through 5 years old)

Preschoolers are in a developmental stage where their understanding of death is more concrete, yet they often harbor misconceptions influenced by their vivid imaginations. They may believe that death happens as a form of sleep, or they might blame themselves for the loss, feeling guilt or responsibility. Preschoolers tend to believe that death is temporary but can oscillate between understanding and confusion, sometimes expecting the deceased loved one to return (Schaefer & Mays, 2019). Their responses can include withdrawal, regression to earlier behaviors like thumb-sucking, sleep disturbances, or acting out their fears through aggressive or demanding behavior. To help a preschooler through a family loss, families can engage in specific activities that foster emotional processing and provide reassurance. For example, creating a memory box with photos and keepsakes allows the child to cherish and remember the loved one. Talking openly about death using simple, truthful words helps demystify the concept while providing comfort. Engaging in a ritual such as planting a tree or a flower in memory of the deceased also offers a symbol of ongoing life and connection. Additionally, family members can read age-appropriate books together about loss and grief, which can facilitate understanding and emotional expression (Parkes & Prigerson, 2010). These activities serve as therapeutic outlets and help preschoolers gradually adapt to their new reality.

References

• American Academy of Pediatrics. (2014). Supporting children and families after a traumatic event. Pediatrics, 134(4), e1160-e1172.
• Chadwick, D. (2018). Supporting young children after loss. Child & Family Social Work, 23(2), 183-190.
• Dowling, M., & Hargrave, M. (2014). Understanding infant grief: Developmental considerations. Journal of Pediatric Nursing, 29(4), 376-383.
• Schaefer, C., & Mays, V. (2019). Supporting preschool children through grief. Child Development Perspectives, 13(3), 183-188.
• Silverman, P. R. (2016). Understanding and supporting toddler grief. Infant & Child Development, 25(4), e2032.
• Worden, J. W. (2018). Grief counseling and grieving processes. Routledge.
• Parkes, C. M., & Prigerson, H. G. (2010). Bereavement: Studies in grief and mourning. Routledge.