Recognising signs of distress
Did you know?
Asking family members can be a good starting point in recognising what a baby is trying to communicate.
Cues and cries
Did you know that babies use cues to communicate with us? Cues are signs or signals that babies use to communicate their needs, feelings or interests. They might gesture, point, vocalise, or use facial expressions.
There is a loud crying from the room Jessica and Tyler are sleeping in. Tina walks into the room to find Tyler screaming loudly. His face is screwed up and going red, and he is waving his fists around.
What do you think is causing Tyler to become distressed?
A good thing to check first is that Tyler is not in pain or discomfort. Check that his nappy pins haven't come undone, his bed is still comfortable and tucked in, and he doesn't have any insect or spider bites. Next check if Tyler could be too hot or cold. His clothing seems okay as he is wearing a singlet and nappy to sleep as the weather is quite warm, and he only has a sheet and light blanket in his cot. He doesn't feel too hot or cold.
What else could it be causing Tyler's distress? Work through the resource below for further ideas.
| Physiological state | Environment (physical) | Physical discomfort | Emotional state |
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What do you think is the most common cue that babies use to communicate?
Crying! Newborn babies can spend about 6 to 7 per cent of their day crying. All babies are different, some may cry frequently and others only occasionally.
Remember, babies don't cry to annoy or irritate you! They cry to let you know that they need something. It's just their way of communicating.
Speaking to people who have children is a great way to find out about crying and how to deal with it. The more people you speak to the more you will learn!
Each child is an individual, so you will find people's experiences can be quite different. You may find that children within the same family are quite different in the way they communicate and how much they cry.
There are many ways that babies and toddlers show distress. As a caregiver, you will learn to recognise these signs.
| Babies | Toddlers |
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Speak to your family members about what you were like as a baby. Were you similar to your siblings? If you have children of your own, reflect back to see if your children were different from each other or from their cousins.
Observe the differences and similarities that can occur between different children. Record your findings in your notebook.
It's important to realise that babies and toddlers don't just show these types of behaviour when they are distressed - there may be another reason or there may be no reason at all. They may just be tired, fed up, worn out, or it may be perfectly normal behaviour for that child!
Parents and family members are a good way of finding out more about a baby's cues and cries. They spend a lot of time caring for their child and get to recognise what the child is trying to communicate.
Some other ways you can get to know a baby's cues are by:
- playing and interacting with them
- observing them in different situations
- participating in their daily routines
- talking to other caregivers who have cared for them
- taking note of their efforts to communicate, and what they mean.
There are many things that might distress a baby. Which of the following do you think could cause a baby to cry? Click done when you have finished.
Stranger and separation anxiety
Maybe Tyler is suffering from stranger or separation anxiety? Maybe he was scared by an unfamiliar voice? Or maybe he woke up and realised that his mother was not here and is feeling anxious and distressed?
Anxiety can often be a cause of distress for young children. At around 8 months of age, children often become anxious, clingy and easily frightened by unfamiliar people. This is known as stranger anxiety.
Separation anxiety occurs when a baby or child is separated from a family member or caregiver. This anxiety can often occur when a child is dropped off at day care and their family member leaves for work. Children and babies begin to learn that when their family members leave the room, they will not be back soon.
When they show anxious behaviour, it means that they want to stay close to the person to whom they are attached. Babies often struggle between wanting to be independent and wanting to stay close to their parents or caregiver.
What are some ways we can help infants cope with separation?
Write your ideas in your notebook.
Below is an example of a how to deal effectively with a separation situation.
Bronte is 10 months old. One morning she was dropped off at day care by her mother, Anne. They were greeted by a smiling Susan, who said hello to both of them. As Anne put Bronte's bag away, Bronte was clinging tightly to her.
Anne and Susan discussed how Bronte's night and morning had been, and then Anne was ready to leave for work. She gave Bronte a hug and kiss, said goodbye and told her she would be back that afternoon. She then handed her over to Susan.
Bronte started crying and reaching after her mother. Susan held Bronte close and said, 'You miss Mum when she goes to work, don't you?'. Then she took Bronte to the window so they could watch Anne drive away and wave goodbye.
Susan then sat down on a chair and cuddled Bronte on her lap. She brought out Bronte's favourite musical book and played with her. She comforted Bronte and interacted with her until she started to settle.
The book Susan used with Bronte is known as a 'handle for secondary attachment'. This is something that can be used to build trust between the child and caregiver.
Each child may have a special toy, book, puppet, or song that helps them settle into their day and separate from their family members. These objects help children manage stress and anxiety during separation. Some children have their own comforter, like a special blanket or soft toy or dummy, which can help them to feel secure.
