What Causes Separation Anxiety in Toddlers?

Separation anxiety of children entering a kindergarten refers to the emotions developed during the baby's transition from a natural person to a social person. Psychologists say that babies of the right age leave their parents and families to enter the kindergarten games and life, and then take an important step in their socialization process. In this process, the baby is suffering from separation anxiety as he is directly facing a long separation from the parents. Separation anxiety in young children has both in common with anxiety disorders, but also has unique features of this age group. It has some similarities with the performance of anxiety disorders in children.

Kindergarten separation anxiety disorder

Right!

Separation anxiety of children entering a kindergarten refers to the emotions developed during the baby's transition from a natural person to a social person.

Baby's physical changes

Mainly manifested in diet, digestion, sleep and immunity. Children with separation anxiety often experience symptoms such as poor sleep, nightmares, talking, irritability, loss of appetite, dizziness, fatigue, and palpitations and sweating. Some children may develop colds and diarrhea during the first week of kindergarten.

(1) Refusing to go to bed without the company of close relatives.

(2) Repeated nightmare due to fear of separation.

(3) Repeated physical symptoms such as headache, stomach pain, nausea and vomiting when separated from close people.

(4) Anxiety will cause the child's physical stress reaction, and prolonged anxiety will easily reduce the child's resistance. Newly-entered children are often prone to colds, fevers, and stomachaches.

Changes in baby's emotional behavior

The main manifestations are crying, sitting alone, being alone, emotionally stressful, nodding home, refusing to sleep or eating, urinating, accompany people, rely on things, run around, violate, etc.

(1) Loneliness and insensitivity: This kind of child is often not in a group, is not interested in group or play, and lives in fantasy. So she is cold, speaks less, and is unresponsive.

(2) Fear and timidity: Contrary to brave children, fearful and timid children are afraid of darkness, fear of being empty, fear of seeing a living person, and fear of being alone. This fear and tension often results in insomnia, nightmares, easy crying, cowardice, and lack of self-confidence.

(3) Stubbornness and resilience: The child shows a confrontational attitude, crying, rolling, and refusing food to show resistance. Stick to your unreasonable demands.

(4) Furious: The child has a fierce temper, crying, making trouble, yelling, throwing things, kicking, biting, touching the wall with his head, etc. Another special manifestation is that after a child cries or cries suddenly, his breathing stops suddenly, his face becomes purple, and then he twitches or "faints" and recovers later. Medically it is called breath-holding.

(5) Intractable habit: manifested as sucking fingers, biting nails and placket, touching genitals and causing masturbation. The sucking action is an inherent physiological reflex. But if it develops into a bad habit. Such as sucking a rubber nipple, putting your fingers in your mouth to get a milky satisfaction, it can become a stubborn habit over time. Another example is not paying attention to the cleanliness of the child's genitals and anus and causing local itching, which is one of the causes of child masturbation.

Baby's specific words and deeds

1. Crying loudly: The crying is very loud, which affects others, accompanied by red eyes, blushing and other phenomena, and the place and time are uncertain.

2. Crying: The crying sound is very light or hardly audible, does not affect others, and is accompanied by red eyes and other phenomena.

3. Silent sitting: Move the chair to a place with few people or sit in the direction of no one or few people, do not participate in activities, do not pay attention to other people's activities, make no sound, and look in a certain direction ( Mainly the direction of the doorway and window).

4. Attaching to the teacher: Specially attaching to a teacher, he should hold the teacher's hand, clothes corner, pants, etc. Where the teacher goes, where to go, ask to sit next to the teacher, ask the teacher to feed or accompany a nap.

5. Attachment: It is mainly attached to the items (toys, school bags, books, drinking glasses, photos, etc.) that you bring from home. You carry these items on your body, hold them in your arms, and hold them in your arms for a long time. Up, hold in your hand or put it close to yourself.

6, abnormal meals: Do not eat at mealtimes or let people feed or eat very little, some accompanied by crying.

7, abnormal siesta: refuse to sleep during bedtime, cry in bed (including crying and crying) or sitting on the bed refused to lie down.

8. Crying: Crying is very loud, accompanied by strong physical movements such as kicking and kicking the ground, waving arms arbitrarily, or holding on to the clothes or thighs of parents or teachers.

9. Repeated sentences: Repeat the same sentence multiple times, and the timing and situation of it are uncertain.

10. Alone game: rarely crying, making troubles, eating normally and lunch break, occasionally participating in teacher organization activities, most of the time playing alone in a corner, little attention to the external environment.

Familiar with the environment: After the kindergarten is determined, the family can take the children to play in the kindergarten, take a look, talk about it, and let the baby find out that there are so many children playing, running, jumping, laughing, and producing. Joining this collective desire gives children a preliminary impression that kindergarten is a happy place.

Ability development: Children should try in small steps such as sleeping, eating, wearing shoes, going to the toilet, etc. Encourage the children to do what they can do alone, such as sleeping.

Persist in school: Children around the age of 3 leave the warm embrace of their mothers, leave familiar families, and face a new collective and unfamiliar teacher. They will inevitably cry and become nervous. They must insist on sending their children to kindergarten so that their children can adapt quickly Collective, if you send two days off and three days, or go to the garden to visit the children halfway, it will not help the children to adapt to the collective life.

Home communication: communicate with kindergarten teachers in a variety of ways, such as early arrival, late departure, telephone, and Internet access, to get the child's information in a timely manner.