1. Establish Open Communication
Create a safe and nurturing environment where children feel comfortable expressing their fears. In the Montessori approach, this means observing the child’s cues and allowing them the space to articulate their feelings without interruption. Encourage them to talk about what scares them, listen actively, and validate their feelings without judgment. This helps children feel understood and supported, making it easier for them to confront their fears (Gorkovaya, 2014).
2. Model Calm Behavior
Demonstrate calm and composed reactions in stressful situations. In a Montessori setting, teachers and caregivers act as role models. Children often mimic the behavior of their parents and caregivers, so showing a relaxed attitude can help them learn to stay calm when faced with their own fears (Dunne & Askew, 2013).
3. Positive Reinforcement
Praise and reward children when they face their fears. This can build their confidence and encourage them to continue confronting what scares them. Montessori environments use positive reinforcement to foster a sense of accomplishment. Short, focused interventions, such as a brief video tutorial, can also help parents learn effective techniques to support their children (Ewing et al., 2019).
4. Use Stories and Literature
Books and stories that address fears can help children understand and manage their emotions through relatable scenarios. In the Montessori classroom, storytelling is a key tool. Reading about characters who overcome fears can provide children with strategies and inspiration to face their own fears (Nicholson & Pearson, 2003).
5. Create a Routine
Maintain a consistent daily routine to provide a sense of security and predictability. Montessori education emphasizes the importance of routine and order. Knowing what to expect can reduce anxiety and help children feel more in control (Bagdonas et al., 2023).
6. Engage in Play Therapy
Use play therapy techniques, such as sandplay and art therapy, to help children express and manage their fears creatively. Montessori classrooms often incorporate creative activities that allow children to process their emotions in a safe and supportive environment (Kostyunina & Valeeva, 2016).
7. Develop a Supportive Relationship
Building a trusting relationship with children can help them feel secure and more willing to face their fears. Montessori guides show empathy and understanding when children express their fears, fostering a strong bond and sense of security (Bagdonas et al., 2023).
8. Implement Gradual Exposure Techniques
Gradually exposing children to their fears in a controlled and supportive environment can help them build confidence. This method, known as “Bravery Ladders,” involves taking small steps towards facing fears. Montessori guides can create a step-by-step plan to help children gradually overcome their anxieties (Monga & Benoit, 2018).
9. Validate Feelings
Acknowledge and validate children’s fears rather than dismissing them. This is a fundamental aspect of the Montessori approach, which respects the child’s feelings and experiences. Validation helps children feel understood and supported, making it easier for them to manage their fears (Sorin, 2003).
10. Create a Safe and Structured Environment
Ensure that the daycare or classroom environment feels safe and predictable. Consistent routines and clear expectations are crucial in Montessori settings. This structure helps children feel more secure and less anxious (Bagdonas et al., 2023).
11. Encourage Parental Involvement
Work closely with parents to ensure a consistent approach to managing fears both at home and in the daycare or school setting. Montessori education promotes strong collaboration between teachers and parents, providing children with a robust support system (Monga & Benoit, 2018).
References
Bagdonas, A., Sadauskienė, R., Jakimavičienė, A., & Zīriņa, T. (2023). Preschool children’s fears and possibilities reducing them. Studijos – Verslas – Visuomenė: Dabartis ir Ateities Įžvalgos.
Dunne, G., & Askew, C. (2013). Vicarious learning and unlearning of fear in childhood via mother and stranger models. Emotion, 13(5), 974-980.
Elnikova, O. E. (2019). Correcting childhood fears by means of rationalization. Comprehensive Child Studies, 1(1), 43-48.
Ewing, D. L., Pike, A., Dash, S. R., Hughes, Z., Thompson, E., Hazell, C. M., Ang, C. M., Kucuk, N., Laine, A., & Cartwright-Hatton, S. (2019). Helping parents to help children overcome fear: The influence of a short video tutorial. The British Journal of Clinical Psychology.
Gorkovaya, I. (2014). Fears among children and overcoming them. Pedagogika, 5, 128-133.
Kostyunina, N., & Valeeva, R. (2016). Sandplay therapy in psycho-pedagogical correction of preschool children fears. Journal on Mathematics Education, 11, 1461-1469.
Monga, S., & Benoit, D. (2018). The taming sneaky fears program: Working with daycare and school professionals. In The Taming Sneaky Fears Program (pp. 205-216).
Nicholson, J., & Pearson, Q. M. (2003). Helping children cope with fears: Using children’s literature in classroom guidance. Professional School Counseling, 7, 15-19.
Sorin, R. (2003). Validating young children’s feelings and experiences of fear. Contemporary Issues in Early Childhood, 4(1), 80-89.