Q Be less scary. Get down on their level and take your goggles off, be approachable and silly.
QFind common ground. Ask them
QHelp them make friends. Introduce them to the other children,
questions about a pet at home, a TV show they like, or favorite movie. Take time for a short conversation, even if one-sided.
other
QTake the guesswork out of the day. Tell them what they’ll be doing and for how long: “We’re going to learn to ride the magic carpet today! We will be together for two hours then we’ll meet your dad back here at the sign and he’ll take you to lunch.”
instructors in vicinity. Tis can help develop a sense of safety for the child.
Q Limit distractions. Make sure they have appropriate gear on so they can’t blame the cold or wet for not wanting to stay.
Q Limit options. Provide specific choices to limit the sense that leaving is an option. Ask “would you like to walk with me to greet Mary or would you like to stay at the sign?” When you tell a child they “will have so much fun” and asking them “if they want to join the group” they may not believe you as these are untenable options. Give children “yes” options that still make sure they remain in the lesson. For example, give the student your check- in list and make them your assistant; this gives them a role to play without having to interact directly with the other children and also brings them into the class environment.
Parents also play a role in helping ease a child’s anxiety in a lesson. Instructors and supervisors should share this information
with parents, preferably before they come to
drop their child off for a lesson. QDon’t linger. A quick kiss and hug goodbye is key to the process. Tough keeping it short and sweet is important, the child should have the parent’s full attention during the farewell.
QOut of sight, out of mind. It’s OK to ask parents not to hang around and watch the lesson. Explain to them that they can be a distraction if they are seen by their child, it can be hard to keep the child’s attention. Remind them that a surprise visit at lunch by them can be devastating and may end in the child waiting to quit. Tey will most likely understand. If they don’t, bring your supervisor in to assist. Your supervisor can bring the parent away from view of the child and explain more fully why the odds go up of a successful lesson when the child isn’t watching their parents every move.
QAcknowledge parent’s feelings, too. It is upsetting for parents to see their child distraught. Working together to ease the child’s and parent’s sense of unease is the best outcome for all. Ask what other events may trigger their child’s anxiety and what has been helpful in reducing their fears or worries.
QGive a timeframe. Parents should tell their child exactly what time they will be back. If the student is too young to understand time, than something like, “I’ll be back right before lunch or after snack time,”
QAgree on a plan. Make sure you and the parents are on the same page if the child is obviously having separation issues. For example, you can agree that the parent will leave for 30 minutes and then check in with the supervisor for an update. Alternatively, give the parent a reason to leave that the child will understand, like asking them (in front of the child) to go to the office to get an extra pair of gloves. Tis surely will take the savvy parent at least 30 minutes – enough time to see how their child settles into the learning environment.
works well. Tis reassures the child of their return.
To truly understand separation anxiety, it helps to take a deeper look into how children think, feel and move. Being familiar with children’s mental, emotional, and physical needs helps instructors understand the kids they teach, so they can provide a safe, fun learning environment (and spend less time trying to pry them off their Mom’s leg). Taking from the CAP Model that encourages instructors to teach based on a student’s cognitive, affective, and physical development, here are some common elements of development relevant to issues of separation.
COGNITIVE CHARACTERISTICS
Children under 6 years old typically: Q Are susceptible to sensory overload. Providing
CHILDREN ARE THE FUTURE OF OUR SPORT; IT’S SO IMPORTANT TO CAREFULLY GUIDE THEM IN THE RIGHT WAYS TO HAVE FUN SO THEY WANT TO COME BACK!
Turn frowns into smiles with these tips to keep kids coming back for lessons in which they have fun and feel safe.
What’s better than a smiling child? A child who’s smiling because of your ski or snowboard lesson.
THESNOWPROS.ORG | 107
THINKSTOCK
SHERRI HARKIN
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