Gregory, a three-year-old, has been acting out after his mother just had a baby. Which approach would help him adjust?

Gregory, a three-year-old, has been acting out after his mother just had a baby. Which approach would help him adjust?

• A. Let his mother know what you are seeing at school. Reassure her you will give Gregory extra support while he adjusts to this big change.
• B. Read books to your class that talk about being a new big brother or sister. Encourage the children to talk about having brothers and sisters.
• C. Make sure there are baby dolls in the home living center. Add diapers, bottles and blankets so the children can pretend to take care of the babies.
• D. All the above.

Answer: (D)

When a preschooler faces a big family change, addressing emotions, routines, and a sense of belonging helps them adjust. Gregory may feel unsure or left out as a new baby arrives, so a mix of communication, preparation, and expressive play gives him language to name feelings, reassurance from trusted adults, and safe ways to explore the new family role. Telling the mother what you’re seeing at school and promising extra support at home creates a bridge between school and home, so Gregory experiences consistent care and knows people are looking out for him during the transition. Reading books about becoming a big brother and inviting the class to talk about siblings builds understanding, normalizes the change, and helps children put their feelings into words. Setting up a home environment with baby dolls and related props invites pretend play where Gregory can act out caregiving, practice empathy, and gain a sense of control over the situation. Using all of these approaches together addresses the emotional, cognitive, and social aspects of adjusting to a new sibling, making the combination the most effective option.

When a preschooler faces a big family change, addressing emotions, routines, and a sense of belonging helps them adjust. Gregory may feel unsure or left out as a new baby arrives, so a mix of communication, preparation, and expressive play gives him language to name feelings, reassurance from trusted adults, and safe ways to explore the new family role.

Telling the mother what you’re seeing at school and promising extra support at home creates a bridge between school and home, so Gregory experiences consistent care and knows people are looking out for him during the transition. Reading books about becoming a big brother and inviting the class to talk about siblings builds understanding, normalizes the change, and helps children put their feelings into words. Setting up a home environment with baby dolls and related props invites pretend play where Gregory can act out caregiving, practice empathy, and gain a sense of control over the situation.

Using all of these approaches together addresses the emotional, cognitive, and social aspects of adjusting to a new sibling, making the combination the most effective option.