“C’mon, Kyle. Let's make a spaceship,” his classmates coaxed; but Kyle just shook his head and nestled deeper into my lap. What a change! A few weeks ago, he would have been leading the group to the block corner. But lately Kyle is too sad to have fun with his friends. Why would a confident, almost 5-year-old suddenly begin clinging to his teacher? If I briefly leave the room, Kyle drifts into daydreaming. When I am around, he guards me jealously. This morning he kicked Louis for sitting down next to me. I can't understand what is troubling this child. Maybe the mystery will be solved when his dad comes in to talk. Kyle's father phoned just as I was considering which of his parents to contact. Although they are divorced, both are very involved with our program. I'm sure that their interest in Kyle has helped him to do well in school, until now. What can I do to bring back Kyle's independent spirit and good feelings about school?

The effects of Hurricane Katrina, Hurricane Rita, and other natural disasters will be felt by young children in the affected areas for a long time to come. Try to clear up any confusion children might have and answer their questions with sensitivity. Reports of natural disasters can spark an excessive fear for family safety in some young children. Listen for comments or questions from the children in your program about what’s going on. The best way to find out what they have heard is to listen for any fears or worries expressed directly, through drawings, or through play. It’s important to listen to each child carefully and tailor discussions to each little one’s worries. When responding, consider not only the child’s age but also how sensitive or easily scared she is in general.