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The article explains how prolonged stress can impair neural connections and argues that educators must actively protect children’s social and emotional health. It proposes a five-part, teacher-led toolkit—Movement, Mindfulness, Sensory Experiences, Acts of Kindness, and Children’s Literature—using specific strategies and classroom activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-tools-to-support-calm-self-control-and-resilience-in-preschool/601412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-tools-to-support-calm-self-control-and-resilience-in-preschool/601412.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did the children’s behavior change after returning to preschool?","Question",{"text":112,"@type":113},"After the COVID-19 pause, the children who rarely lost control began showing anger, aggression, and distress. The article links these changes to the effects of quarantine and stress from social disruption.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers help protect children from toxic stress effects?",{"text":117,"@type":113},"Teachers can support social and emotional health through frequent communication with families, creating safe classroom spaces, allowing children to express emotions, and using positive guidance. The article also highlights additional less-known approaches in a structured toolkit.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the five components of the proposed toolkit?",{"text":121,"@type":113},"The toolkit includes Movement, Mindfulness, Sensory Experiences, Acts of Kindness, and Children’s Literature. The article uses stories to interweave and provide emotional context throughout these activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601412,1792117971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teacher Tools to Support Calm, Self-Control, and  \nResilience in Preschool  \nCarrie Cutler & Adrienne Johnson  \nPrior to the pause in their preschool year necessitated by the COVID-19 pandemic, 4-year-olds Nausheen and Ana rarely became agitated, lost control of their emotions, or were unable to bounce back from a disappointment. However, since returning to school, things seemed different. While playing in a center, Ana became angry, pushed Nausheen, and told her to stay away. When their teacher intervened, Ana explained that “the bad germs” had made her grandmother sick. Nausheen and Ana both cried for much of the day. These children lost more during the pandemic than academic progress. Their feelings of calm, self-control, and resilience seemed to have become victims of the epidemic’s effects, as well.  \nThe psychological and cognitive impacts of COVID-19 on children are still unfolding; however, several researchers have noted negative effects of quarantine on youth (Orgilés et al., 2020) and parents (Fontanesi et al. , 2020) . The abrupt departure from preschool due to social distancing and potential family disharmony associated with financial and health concerns put children at risk for toxic stress—the type resulting from prolonged activation of stress response systems in the body. Because consistent-  \nly high levels of stress affect children’s brain development by impairing neural connections related to higher order thinking and problem solving  \n(Harvard Center on the De  \nveloping Child, 2020), teachers must actively support children’s social and emotional health.  \nFortunately, teachers already do many things to help mitigate the negative effects of traumatic situations. These supports include communicating frequently with families, creating safe physical and emotional classroom spaces, offering compassion and support, allowing children to express emotions, and using positive guidance techniques (Hill & Adesan  \nya, 2019) . We believe these  \nstrategies are important foundations for shielding children from the effects of toxic stress, but because they are also widely used, our article directs teachers to some lesser known helpful approaches. Here, we present a five-piece toolkit for bolstering feelings of calm, self-control, and resilience based on the following: Movement, Mindfulness, Sensory Experiences, Acts of Kindness, and Children’s Literature.  \nWhile we present separate sections for the first four tools, we have chosen to interweave children’s literature throughout. The stories and situations in the books we recommend provide context for exploring emotional calm, self-control, and resilience in child-centered ways.  \nMovement  \nMovement, whether child-initiated or teacher-directed, has been positively associated with improved cognitive functioning, concentration, and memory (Drollette et al. , 2014; Madan & Singhal, 2012) . When children move, their bodies release endorphins that enhance feelings of well-being and improve self-regulation (Braniff, 2011) . Movement integrated with other areas  \n26 Dimensions • Volume 50/Number 3  \nof the curriculum provides variety throughout the school day. In Table 1, we suggest movement activities that promote well-being and connect to science, mathematics, and reading.  \nIn addition to content-connected movement, teachers should allow opportunities for dramatic movement generated from the child’s own inner expressions (Kaufmann & Ellis, 2007) . When children are given freedom to move creatively, they build flexibility, experience heightened relaxation, and develop resilience in responding to the unfamiliar (Thom, 2010) . The dramatic movement activities listed in Table 2 support children’s emotional well-being by allowing them to use their imaginations and experience emotions in a risk-free context.  \nMindfulness  \nMindfulness practices bring awareness to an attentional object such as the breath, external stimuli, thoughts, or emotions (Flook, et al., 2015) . Practicing mi","cbCaikCsVNtq7FBp","https://ap.wps.com/l/cbCaikCsVNtq7FBp","pdf",153977,"English","# Teacher Tools to Support Calm, Self-Control, and Resilience in Preschool\n## Movement\n## Mindfulness","[{\"question\":\"Why did the children’s behavior change after returning to preschool?\",\"answer\":\"After the COVID-19 pause, the children who rarely lost control began showing anger, aggression, and distress. The article links these changes to the effects of quarantine and stress from social disruption.\"},{\"question\":\"How can teachers help protect children from toxic stress effects?\",\"answer\":\"Teachers can support social and emotional health through frequent communication with families, creating safe classroom spaces, allowing children to express emotions, and using positive guidance. The article also highlights additional less-known approaches in a structured toolkit.\"},{\"question\":\"What are the five components of the proposed toolkit?\",\"answer\":\"The toolkit includes Movement, Mindfulness, Sensory Experiences, Acts of Kindness, and Children’s Literature. The article uses stories to interweave and provide emotional context throughout these activities.\"}]","Teacher Tools to Support Calm, Self-Control, and Resilience in Preschool | PDF",1792092560,18]