Why a Mental Health Curriculum?
Early childhood educators have long focused on the physical, emotional, social, and cognitive development of young children. Some teachers in preschool programs tend to look at children's developmental levels, consider what skills are prerequisites for kindergarten, and plan activities - often without a clear philosophical base. These programs address certain needs, but do not necessarily prepare children for the variety of life experiences they will face.
Life in America has changed rapidly in recent years. Changes, such as shifts in the economy and the women's movement, have placed a great deal of stress on families and resulted in home and social environments with less stability than children experienced previously. Physical and sexual abuse, divorce, single parenthood, and "working parent" families increase the stress on children. Children need responsive environments and meaningful relationships in which to strengthen their inner resources.
Children in very stable situations also need support as they build life skills.
The joys and stresses of growing and changing can cause children to feel
insecure. All children benefit from an environment which accepts them as
individuals, appreciates their capabilities, and fosters their growth in
many areas.
"...the aim of education must be to develop
Individuals who are open to change. Only such persons can constructively
meet the perplexities of a world in which problems spawn much (aster than
their answers. The goal of education must be to develop a society in which
people can live more comfortably with change than wit rigidity. In the
coming world the capacity to face the now appropriately Is more Important
than the ability to know end repeat the old."(1)
Children need to be able to rely on adults. Caring, responsible adults can help
young children develop self-confidence and the ability to make intelligent,
thoughtful, and appropriate decisions. Children need to be able to express
themselves - whether they are joyous, curious, hungry, fearful, or lonely
- and have someone listen. To help meet these needs, adults must work at
being healthy role models.
The content of AS I AM is based on preventive mental health concepts. Focusing on the total child, the curriculum provides a context for fostering self-confidence and skills for healthy living. It is a framework from which teachers can view every classroom experience as an opportunity to encourage mental health.
What Are AS I AM's Assumptions?
Mental health is reflected in how people perceive themselves, how they relate to others, how successful they feel, how constructively they cope with difficult situations and emotions, and how they achieve satisfaction with their lives. AS I AM assumes that most children are born mentally healthy, and have the capacity to develop the attitudes and skills needed for mental health.
"Mounting research shows that the fully functioning child (or adult) Is different from the person who flounders through life. The difference lies In his attitude toward himself, his degree of self- esteem"(2)
The focus of AS I AM is the relationship between teachers and children. In a meaningful relationship, children learn to trust, care, communicate, express joy and pain, accept and then value themselves. In her book, Helping Your Child Handle Stress Katharine Kersey tells us:
"A meaningful relationship with an adult is the single most important factor In determining the future mental health or any child. Every child needs to have at least one adult who thinks he is wonderful. who really cares what happens to him, and who gives freely or his time end energy to the child, and the child will grow up to Internalize the coping skills he learned through observation and imitation."
A teacher's attitude about child development is important to creating these meaningful relationships. AS I AM assumes that children: 1) have physical, emotional, social, and cognitive needs; 2) must have self-esteem in order to feel lovable and worthwhile; 3) have varying temperaments and styles; and 4) are moving toward independence, but need, support.
AS I AM was designed to help teachers incorporate this mental health perspective into their relationships and,classrooms. In this context, "teachers" include any adults who provide care for children. Cooks, bus and carpool drivers, parents, and aides all have the opportunity to provide nurturing relationships to children.
What Is Included In AS I AM?
AS I AM is a curriculum and resource book designed for use in comprehensive early childhood programs. These programs emphasize nutrition, health, and parent and community involvement, in addition to education. Head Start, long concerned with development of the whole child, is an example of such a program. The following features will help integrate a mental health perspective into Head Start and other comprehensive programs:
- AS I AM focuses on the human processes
of being, feeling, relating, and thinking. The body of the curriculum contains
sections with a wide range of experiences for children based on the mental
health development of the whole child.
- AS I AM addresses teachers because their attitudes and skills are the
core of any mental health program. Guidance for teachers as they model
mental health skills, observe development, build relationships, and facilitate
growth is found throughout the curriculum.
- AS I AM fosters active, experiential learning. Activities, called .. experiences,"
meet children where they are, recognizing differences in temperament, style,
and development and encouraging self-expression.
- AS I AM promotes children's literature as a classroom resource for mental
health learning. The Experiencing Literature section provides concrete,
creative ideas for selecting and using good children's books.
- AS I AM encourages parents to take active roles in their child's mental health development. The curriculum suggests many ways to carry preventive mental health concepts into children's homes and to involve parents in classroom experiences.
Finally regarding gender usage, AS I AM alternates masculine and feminine pronouns between sections.
(1)Rogers, Carl. Freedom to Lawn. Columbus, Ohio: Charles E. Merrill Publishing Company, 1969, p304
(2)Briggs, Dorothy. Your Child's Self-Esteem. Garden City, Now Jersey: Doubleday and Co., Inc., 1970, p. 3.
(3) Kersey, Katharine. Helping Your Child Handle Stress. Washington D.C.~ Acropolis Books Ltd. 1986,
p. 17.