How Puppets Help Children Address Their Fears

“Play is the child’s natural medium of self-expression. It is an opportunity which is given to the child to ‘play out’ his feelings and problems just as, in certain types of adult therapy, an individual ‘talks out’ his difficulties.” —Virginia Axline

One morning, when I bustled into the playroom, I was greeted by a young girl, scared and anxious, who called out, “Chatty’s here!” When she saw Chatty, her expression softened slightly, and for the first time that morning, she looked hopeful.

That’s Chatty, the glove puppet I use to help kids with their fears. In my role as a teaching assistant at a local playschool, I’ve learned that puppets are powerful tools in early childhood emotional development, helping young children to express themselves freely and explore their emotions without feeling judged or intimidated.

Children, especially young children, are big feelers. Let’s be honest, school can be pretty overwhelming for young kids. (It was for me!). The unfamiliarity of school, new faces, and the absence of familiar caregivers can trigger anxiety, a natural developmental response to change rather than a sign of weakness or a problem to be “fixed.”

Unfortunately, school-related fears are often dismissed by caregivers and educators as a “temporary phase” rather than recognised as meaningful emotional experiences. And when kids are left to handle those feelings alone, such as, isolating a child until they calm down and letting them “cry it out” can lead to unresolved feelings that may persist over time. Indeed, science shows that early exposure to circumstances that produce persistent fear and chronic anxiety can have lifelong consequences by disrupting the developing architecture of the brain.

A lack of support can also intensify young children’s anxiety, reinforcing the idea that their fears are valid. What begins as typical separation anxiety or fear of new environments can escalate into a more deeply rooted phobia, making the transition to school, and even other social settings, much more difficult as they grow older.

It’s best to approach these fears with kindness and support, and that’s where puppets come in!

At the playschool, “Chatty” was introduced to help calm children’s nerves by expressing their school-related emotions and fears in a non-threatening, playful environment. It all began with the same young girl. One morning, she was sitting in the corner of a long corridor, clutching her bag, her face etched with dried-out tears. The teachers explained she was anxious after a recent change at home: her mother had a new baby, and she felt pushed aside. The fear of losing her mother’s attention created deep insecurity that showed up as separation anxiety and made school feel overwhelming.

When I introduced the puppet, I shared that Chatty was going through something similar, feeling left out after his baby sister arrived. I had Chatty say: “I know how you feel. When my mom brought home the baby, it felt like no one wanted to talk to me!”

Hearing Chatty voice feelings similar to her own helped her feel understood. Over time, she relaxed, opened up, and began expressing emotions more freely through this shared narrative.

After Chatty’s initial interaction with a child, I usually continue the session by introducing a new problem that Chatty is experiencing. This allows me to deepen the conversation with the child and gently guide the interaction in a more therapeutic direction. For example, I explain that Chatty is feeling sad because of a lack of playmates at school. Next, I invite the child to offer advice or suggestions to help Chatty overcome this difficulty.

This technique serves two key purposes: first, it empowers the child to take on a role of responsibility, shifting their focus from their own anxiety to helping someone else. Second, it allows the child to subconsciously process their own fears by thinking through solutions for Chatty.

I soon realized that this is a key step in the process. When a child is placed in the role of caregiver, they often feel an increased sense of empathy and responsibility. This sense of agency not only helps to reduce feelings of helplessness but can also foster their problem-solving skills and emotional resilience.

This experience has opened my eyes to the endless possibilities of using puppets in schools and therapy settings. Research supports the use of puppets and symbolic play as tools for promoting emotional expression, perspective-taking, and self-regulation in children. Imagine a classroom where the teacher is a trained puppeteer, and little pocket friends turn up daily, helping kids feel understood and connected, or even bringing them home, to help parents tackle behavioural challenges!

So, whether it’s integrated into educational and therapeutic environments on a broader scale, or used in other approaches such as cognitive-behavioural therapy, it is certain that the future looks busy for puppets like Chatty!

If you’re looking for additional practices to share with children, feel free to peruse Greater Good in Education, which also features specific practices for navigating stress and anxiety.