Early Childhood (2-7 years

Reliance on Others for Coping ■ gradual reduction in the reliance upon the caregiver to regulate their internal and external environments seeks social support from caregivers, sometimes as a back-up strategy when self-regulatory methods do not work (see Figure 3 below) becoming more confident and skilled in seeking comfort from appropriate people within different settings (i.e. knowing who to approach and how to ask for help) (see Language Development, Self-Awareness and

Socialisation)

Cries, reaches for and moves towards family members to seek cuddles, kisses and supportive words when distressed Engages in shared activities with family members to distract themselves from the stressor

Coping via social support from caregiver

Asks family members questions to gain information about how to reduce the effects of the stressor

Figure 3. Social support seeking methods used for coping during early childhood.

Seeks objects from family members to help themselves cope (e.g. asks for transitional object)

Coping

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Independent Coping Strategies ■ advances in motor and language skills result in an improved ability to independently use a greater variety of coping behaviours (e.g. crawling away from a situation, understanding verbal reassurances from parent) (see

Language Development) is supported by adults to generate their own coping response chooses and performs coping behaviours voluntarily and independently, selecting from choices presented by the caregiver (e.g. when the child is distressed, the caregiver may present the options of coming for a cuddle, getting a comfort toy or doing something new; the child then chooses a coping strategy from these options) from approximately 6 years is able to coordinate some coping responses with reduced support from adults (e.g. adult asking “what would help you now?”) in some situations the child is able to independently choose actions to self-regulate, without the need for choices from the caregiver (see Figure 4 below)

Voluntary behavioural strategies

Behavioural withdrawal (e.g. moving away from the situation, covering ears to drown out loud noise) Self-soothing (e.g. using comfort objects e.g. blanket or teddy bear) Distraction (e.g. turning to new play activity)

Figure 4. Voluntary self-regulatory behavioural strategies used for coping during early childhood.

by the end of the preschool years shows more confidence and better coping in new situations (e.g. starting school) understands that it is not appropriate to have a tantrum at school, indicating some control over their own emotions (see Self-Control) may have imaginary companion(s), which are sometimes used to help the child cope with new or strong feelings (e.g. guilt – blaming the imaginary companion for the behaviour) (see Socialisation)