Loss and Grief in

Martha struggled with her own emotions as she read Tough Boris (Fox, 1998) to her preschool children during story time. She had received a phone call earlier in the morning that informed her that Cassie, the children’s classmate, died the previous day while undergoing open heart surgery. Although Martha was unsure how the children would react, she knew that each child would need her support. Her first step in that support was to read the story to them. She chose Tough Boris, a book for young readers that tells a story about the death of a tough pirate’s parrot. Young Exceptional Children OnlineFirst, published on January 12, 2010 as doi:10.1177/1096250609356883 at PENNSYLVANIA STATE UNIV on March 4, 2016yec.sagepub.comDownloaded from Although young childrenexperience many lossesthroughout childhood (McGlauflin, 1998), there is limited research in this area that informs teachers and parents as to how best to respond to loss events for and with children. The purpose of this article is to discuss loss from a broad theoretical perspective to illustrate the many ways in which young children experience loss and to provide a framework for teachers and parents to address this topic in sensitive and healthy ways. First, we present theory on and research about loss and grief so that parents and teachers can have a common understanding of children’s experience of loss (associated with death and other loss experiences). Second, we explore perspectives regarding loss and grief, including the responses of children at various developmental stages and family and cultural influences. Third, we examine how significant transition events and nonevents (when expected events do not occur) might have a loss component. Finally, we share ideas, resources, and strategies for supporting children who experience loss and grief