Biological and Environmental Factors Contributing to a Child’s Mental Health
The early years of childhood are very important in establishing the mental and emotional growth of a child, whose effects are often carried well into adulthood. Mental health is a vital component of the formation of an individual’s identity (CYFC, 2002). A child’s mental health is usually determined by various biological and environmental factors. Biological factors include: genetics; temperament; physical and health factors. Genetic factors influence how fast the child grows and also the physical attributes of the child (CYFC, 2002). When a child is born, the child possesses strong inborn tendencies which may affect the child positively or negatively. For example, a child may be genetically highly predisposed towards mental illness. This would require the parents to take great care to support the predisposed child.
Environmental factors affect the growing child, and there is often a complex interaction of both biological and environmental factors, as well as individualized personality development (CYFC, 2002). Environmental factors include: family life; communal well-being; and environmental toxins. The child’s cognitive, social, and emotional developmental is greatly impacted by the influences exerted by the caregivers, parents, extended family, teachers, and those who interact regularly with the child (CYFC, 2002). Strained parent-child relationships, poverty, or poor hosing conditions also put children at risk of poor mental and emotional health.
Qualities and practices of early childhood education programs which can have a positive impact on a child’s social/emotional development and overall mental health
Early childhood educational programs should strive to create an environment which assists children to thrive. For example, in classrooms, it is important to ensure that it is arranged in a manner which promotes a sense of security, while also being a safe space (Lucich, 2004). Teachers should also establish routines and properly manage the behavior of the children, as this serves to promote a sense of security and order. Educators should also be sensitive and responsive to children and enhancing a positive climate in the classroom (Lucich, 2004). Children require educators to respond to them and to take interest in their affairs, and handle them in a manner which is sensitive, fair, and firm.
Educators must also be able to provide excellent instructional support to the students by nurturing the creativity of the children, like modeling and the utility of language which encourages the children to engage their mental faculties (CYFC, 2002). It is critical that all educational programs are able to access the services of mental health practitioners who will be able to assist in the children and the educators, should the need arise. These mental health practitioners should carry out regular screenings as well as assessments at the level of educational institutions and the community (CYFC, 2002).
Programs like home visiting programs should be encouraged which aim to assist parents to help develop their children’s emotional, social, and behavioral health by providing strategies and solutions which are evidence-based (CYFC, 2002). In addition, these programs should strive to identify at an early stage, children with mental health issues through assessments. After identification of any illness or predisposition, the programs should work to provide the parents and the child with appropriate support to encourage improved outcomes (Lucich, 2004).
Strategies a Preschool Teacher can Implement to Intentionally Foster a Child’s Mental Health and Well-Being
A preschool teacher can first take steps to take training or educational programs which will enable them to learn more about a child’s emotional and social development (Ritchie and Willer, 2005). This will enable the teacher to understand the needs of the child and to identify any mental illnesses. Once the teacher is more knowledgeable on mental and social development, he/she will be a well-informed guide to the child.
The teacher should also strive to nurture relationships with the children, and enables the teacher to be able to impart elements like respect, guidance, and responsiveness (Ritchie and Willer, 2005). In addition, the teacher should take time to understand each student, so that he/she can be able to challenge the child and develop his interests. Once a teacher is able to nurture a relationship of mutual trust and respect with a child, it becomes easier to instruct and assist the child.
Furthermore, it would be instrumental for preschool teachers to practice reflective teaching. This would entail documenting events or observations that may have occurred during the teaching period. The teacher would then reflect and strategize on what steps to take in case a child with potential mental or emotional developmental issues is identified. As always, the teacher must make every effort to work in collaboration with the parents or caregivers of the child.
In conclusion, it is the responsibility of the preschool teacher to aid the child to develop not only cognitive skills, but also develop social and mental health. As a result, the teacher should then be knowledgeable on mental health and take appropriate steps to promote mental health in addition to overall well-being. This should be done in collaboration with the parents, caregivers, or support network of the child.
References
Children, Youth, Family Corsortium, CYFC, (2002). Mental health in infancy and early childhood. Available at https://docs.google.com/viewer?a=v&q=cache:WNPpfPBkzE8J:www.cmh.umn.edu/Research/Policy%2520Briefs/earlychildbrief.pdf+biological+and+environmental+factors+contributing+to+a+child's+mental+health&hl=en&gl=ke&pid=bl&srcid=ADGEES
Lucich M., (2004). The value of play (Health & Safety Notes). Available at http://www.ucsfchildcarehealth.org/pdfs/healthandsafety/value
playen_adr.pdf
Ritchie S., & Willer, B., (2005). Based on Leadership & management: A guide to the NAEYC early childhood program standards and related accreditation criteria. Washington, DC: National Association for the Education of Young Children.
