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August 28, 1997

Ms. Claudine Dombrowski

PO Box 304
Larned, KS 67550

RE: RUcki

Dear Ms. Dombrowski:

This letter is written at your request to describe some of the
typical behaviors and social-emotional needs of 2 1/2 year old
children. The subject of human growth and development has been
written about extensively for decades and by some very notable
figures in the areas of pediatrics and child psychology. In the
following paragraphs I hope to illuminate a few of the areas
with which young preschoolers struggle.
In this preschool period children struggle to achieve
psrChOlogiCal autonomy and eventually mastery and competence. A
2 /2 yec'!r"~'oldis in the process of gaining control over their
own behavior and working toward a wider range of competency to
gain control over their immediate environment (home, day care,
etc). The threat posed by many events experienced as stressful
by the preschool child centers around a 10s5 of control,
including the inability of trusted adults to control
environmental events. The effort to regain control, to achieve
some measure of mastery over the uncontrollable, is seen
dramatically in the preschooler's play. The child uses pretend
to enact stressful events with themselves in the role of the
powerful adult.

With toddlerhood comes dramatic changes in children's sense of

themselves in relationship to others. First, they achieve the
ability to recogni~e themselves as separate from others and as
having an affect on others. Gradually they develop the ability
 RUG j7 03:23 F~JM DILLONS ~3 LRRNED, KS TO 13155233041 R.03

Page 2

to then detect and empathize with the emotional states of

others. While these are impressive developmental skills,
unfortunately they also render young children especially
vulnerable to certain kinds of stress (e.i. birth of a new
sibling). It is presumed that young childrgn's increased
sensitivity to social relationships in general and threats of
displacem~nt in particular combine with their ongoing dependency
on the family to make them especially vulnerable to anxiety and
stress.

Finally, preschool children's struggle with the continuing

development of attachment relationships renders them
particularly vulnerable to events that threaten to disrupt those
relationships.

John Bowlby, author of volumes on child development, viewed the

first 3 years of life as heavily involved in the development of
attachment relationships which are incorporated as part of the
child's sense of themselves in relation to others. Disruptions
in the attachment process (i.e. separation from primary
caregiver) are likely to be particularly painful during the
toddler and early preschool years. Separation in the first 6
months of life and after the age of 4 are less disruptive.

During the period between 1 and 4 years, stressors that threaten

the primary attachment relationship are likely to be e~perlenced
as particularly difficult. As children approach school age,
their repertoire of self soothing skills as well as their
networks of extra-familial relationships expands, and
consequently their ability to find comfort from persons other
than primary attachment figures in times of stress. Young
• &fflchoOlets_commonl~ d~~~s~rate the effects of stress in four
a ! RegressIon to r-mmature forms of behavior, increased
attention seeking, withdrawal from social contact, and changes
in play.

Providing the young child with consistency, safety and

predictability creates feelings of security and trust. Talking
to children and explaining about stressful circumstances takes
the guessing out of what might happen. Talking about bow
important children are to parents provides them with a solid
foundation and a great de~l of comfort.

Ms. Dombrowski, I hope that there has been something written

here that you will find useful and helpful.
 TI] 1316'52'3'3041
,...

Page 3

Please do not hesitate to contact me with any qUQstions or

comments. 1 will return to my office on September la, 1997.

Sincerely yours,

Maryanne Stewart, MSW, LSCSW

Clinical Social Worker

MAs/jw