Preschool Program
“We have seen notable success in the children’s ability to express themselves through art since participating in Shiri’s Art Therapy Group.”
The Seasonal Model in Action
When?
The groups are generally one hour per week. Educators have reflections after each session.
Who?
You, the educator, are the centre of The Seasonal Model.
The trainings and reflections help you to gain insight into the reasons behind the children’s behaviours. It also helps you to be your ‘best self’ during the group work, so that you can sit with the children, and offer the emotional support and presence they need, leaving behind any judgment or expectations.
Why?
Children in preschools are often too young to verbalise their feelings and what is happening to them. The art, music or gardening groups offer a space where they feel safe to express what they are holding up, while helping them work creatively and explore the use of space and materials.
How?
The model does not rush, control, or put expectations on the children. Instead, it gives them time and space to unfold and express their experiences in their own time and respecting each stage, just like the seasons.
Why do we use The Seasonal Model?
Witnessing trauma impacts the educator’s sense of self and their ability to remain empathetic and present. Many educators report signs of vicarious traumatisation: fatigue, burnout, feeling disempowered and unable to engage empathically.
When working with The Seasonal Model, educators reported increased empathy with the children, being better able to contextualise children’s behaviours and therefore to have more tolerance resources to respond to such behaviours.
Benefits For Educators:
Training educators on the impact of child / educator dynamics, and the importance of relationship as a fundamental to the art making.
Giving a practical model containing art therapy concepts and theory, usable in the classroom setting.
A deep theoretical understanding and practical implementation of concepts such as: Emotional containment, empathy, safe space, structure and process.
Training of educators in how to understand, interpret and converse around the art, creating a safe, positive thriving environment to get the best out of the interaction with the child through art making.
Discussing resilience techniques and our ability to deal with challenging situations.
Create an ongoing methodical ‘space to reflect on the work’ model ensuring sustainability of principles learnt.
Benefits For Children:
Emotional healing & support.
Strengthen self-confidence and identity.
Improved social skills.
A sense of belonging.
Develop patience and social skills (listening and turn taking).
Develop self-regulating behaviour: stretching the children’s ability to attend and wait.
Provide an experience of being seen and heard without judgment.
Toolbox for children to positively communicate needs and wants
Develop the ability to express complex inner worlds and emotions through the stories of their artwork.
CASE STUDY: Art Group in the Toddler Room
M used the space to take everything out of the box, rarely did art, just obsessed over the resources available as well as the resources that were still packed away. He would continue to take resources out of the box and had to hold something in his hand throughout the group. He would get very upset when it was time to finish the group and pack away. “M” always wanted to take something with him from art group.
During reflections with Shiri, we wondered about why “M” was more interested in unpacking the box more than using the resources. The discovery of the items was what “M” enjoyed.
M also held onto items and always wanted to take something with him. “M” needed a transitional object to move from one experience to another. We provided him with something to carry to his next experience and found that he transitioned much easier and was able to participate in his learning.
Thinking about M’s needs during his day provided me with an insight into how I could support him. What kind of strategies I could use to help make his transitions easier and helped me to have a deeper understanding and empathy for what might be going on for him.
After reflections, M and I were able to build on our relationship and he began to trust in me more. He knew that I ‘got’ him and could help him during his tricky times. I was able to have more patience and empathy for what was going on because I was more understanding of his needs and how he miscued and behaved throughout the day.
Building a deeper understanding of M was only possible through many reflections. Both with Shiri and with my team mates.
I was M’s key educator for 3 years until he went to school. He had a support worker for his last 2 years with us and I was able to reflect with them about M’s needs and behaviours. This allowed M to have educators who understood him and could help him, even when he didn’t realise he needed help.
CASE STUDY: Tapping for reassurance
When I shared with Shiri during reflections that “H” taps the drum on his arms, elbow and forehead, we discussed that H might like tapping. Shiri gave me some strategies on how to do tapping with him.
I decided to test this out with him. I have been spending time with him tapping his back, arms and forehead. This has worked really well to ground him back to making good choices and calming or relaxing his body. I still continue this process when he needs it, and he has also been coming up to me asking for this connection when he misses Mum.
I am also more aware of the need to continue to connect with H throughout the day enjoying together, in experiences that he is interested in.
CASE STUDY: Importance of relationships
“A” is a selective mute and does not talk at preschool school.
He appears to love his involvement within art group and sits close to me as his key educator. I can see him taking in every detail. At the beginning of the year A would just explore the stickers, peeling and arranging on his paper. He is now exploring and implementing a range of materials including water paints, thicker paints, patterned tape, scissors, chalk pastels, glitter glue, sequins and the scratch pads.
A started talking as a result of the relationships we had built through this group. He continues to seek me out when in need and always wants to hold my hand when walking to the nearby school for our weekly excursion.
He giggles at Karen's jokes but is still limited to his talking to others but I feel he is has a great relationship here at preschool making him feel secure within his learning environment.
Feedback from Educators
“Reflections with Shiri has enabled me to see some of our children in a different light. Reframing my opinion and understanding of them has helped me to support their needs better and further my development of understanding and dealing with children who have been affected by trauma.”
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“I have been able to self-reflect critically and change my practices throughout the last few years. I found change difficult to begin with, but with the support and time with Shiri, I now understand where that closed mindset came from so can shift my thinking much easier these days.”
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“I find that I am reflecting daily , not just here in the centre but about my practices in my life. How I parent my children, how I relate to my family.”
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“I reflect with Shiri most weeks (once a week) as I am involved in facilitating an art group each week. I am also involved in group supervision once a month with both preschool rooms after our staff meetings.”
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“During my one on one time with Shiri, I am able to talk through observations, feelings, concerns, what I have noticed children exploring, and dig deeper in my understanding about children with trauma. It is a great opportunity to have back and forth conversations and Shiri prompts me to critically reflect both personally and taking on the perspectives of the children through her questioning.”
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“She continues to word the thinking in a very meaningful way, I enjoy listening to Shiri's insight. This always makes me wonder about different children and change some of practices to ensure best outcomes for children and also my self-care.”
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“When I talk with Shiri it is a great wealth of knowledge that I am leaning and it is great to see another perspective while critically reflecting, and thinking about how to support these children in our care.”
Praise for the seasonal model
“We have seen notable success in the children’s ability to express themselves through art since participating in Shiri’s Art Therapy Group.”
“This has been an insightful journey for all educators involved. The interpretation by Shiri of how children are utilising art to work through their emotions and the resources the children use supported educators in gaining a greater understanding of where the children are at emotionally.”
“It was evident that these sessions allowed these pre-schoolers to use art as a tool to communicate a range of feelings in a non-threatening way.
“As a team, we don’t doubt that the art therapy has made an incredible difference in the lives of some of these children by supporting them to express themselves in a safe and secure environment. We have benefited by this enormously as a team and request the opportunity to be extended to children across all age ranges and educators in each room.”
“Through role modelling, Shiri was able to educate staff on how to use art with children as a form of expression, and how children may use art to indirectly disclose.”
“The preschoolers were using their verbal expression to negotiate their ideas, plan and solve problems.”
“I am able to understand what’s behind the children’s behavior so much better.”
“I didn’t realise there were so many ways of dealing with difficult behaviours.”
“Some children who at first experienced difficulty sharing the resources, were later observed engaged in a cooperative art experience using one piece of paper between them.”
“Children used the strategies from these art sessions to support them throughout the day. Some children went from painting their entire body, (out of control and using this as a means to calm and control themselves through to then being able to draw a picture on an A4 piece of paper.”
“This has been an insightful journey for all educators involved. The interpretation by Shiri of how children are utilising art to work through their emotions and the resources the children use supported educators in gaining a greater understanding of where the children are at emotionally.”
book a consultation
To book a consultation, preschool art group, or to enquire about supervision, please contact me below.
