Every Child Needs to Be Seen and Heard

four kids, around age 4 are standing together in a library. There are book shelves in the background. The kids have their arms around each other. They are from different backgrounds, wearing colourful clothing and all smiling happily.

Supporting Mental Health and Communication in Early Childhood

May is a powerful month for reflection and action: it’s both Mental Health Awareness Month and National Speech and Language Month. At the SNR Collaborative, we know these two areas are deeply connected. When children feel emotionally supported and are given tools to express themselves, they thrive—in learning, in relationships, and in life.

Why It Matters

Mental well-being and communication are building blocks for lifelong success. Children who feel safe, supported, and heard are more likely to develop positive self-esteem, and become more resilient. Strong communication skills can also support social-emotional skills, emotional regulation, learning, and connection with others.

Research shows that 8-12% of Canadian preschoolers experience speech or language difficulties—early support can make a lasting difference. At the same time, mental health struggles affect many families; children benefit when the adults around them model healthy ways to navigate challenges.

What You Can Do

Here are three foundational practices to support both mental wellness and communication in young children:

1. Narrate the Day

Talk about what you’re doing and why. This helps children develop vocabulary, understand cause and effect, and learn emotional expression.

Examples:

  • “I’m putting on my shoes because I’m going outside.”
  • “I’m feeling a little frustrated because I can’t find my keys. I’ll take a deep breath and keep looking.”


2. Turn Questions into Conversations

Instead of testing questions like “What’s this?”, make observations and wait for your child to respond or make open ended statements to spark deeper conversation.

Example:

  • Say: “I wonder what you can see out the window.” Your child might say “Grass!”
  • Say: “I see a cow!” then pause. Your child might say: “Cow eating!” or “Moo!”

This back-and-forth (known as serve and return) builds language and connection.

3. Model and Teach Emotion Regulation

The first step to self-regulation is co-regulation. It is an adults job to respond calmly to big emotions and work with children to appropriately manage big emotions.

Use tools like:

  • Name it to tame it (label the emotion)
  • Deep breathing (“Smell the flower, blow out the candle”)
  • Calm-down spaces (Be present with a child in a calm and quiet space)
  • Body Breaks (Music and movement)
  • Sensory Breaks (Fidget toys or squishy playdough)

These strategies teach children how to cope with big emotions.

Local Supports and Services

For more strategies and downloadable tools, visit our Tips & Resources page.

Final Thoughts

Every child deserves to be seen, heard, and supported. This May, let’s take steps to create spaces where that’s possible—at home, in early learning programs, and in our communities.



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