The Magic of Tapping in Preschool: How Teachers and Kids Are Finding Calm Together

I recently received this heartwarming message from Kathleen, a preschool teacher, that I just had to share:

“I teach preschool (3-5 year olds). I use the Tapping Solution App almost every day before we start our morning meeting. I try to break it up with deep breathing or meditation but the kids ask for tapping! We use the Calm for Kids or Creating a Great Day for Kids. The kids (and the teachers!) love it! It helps the kids settle and get ready for the day. I have shared it with colleagues and families. Thank you for creating a user friendly app that really helps with self regulation even for the littlest learners!

Also, personally, I use the app on the way to school. I tap the karate chop point on my steering wheel! It really helps me feel grounded and ready for my day!”

Kathleen, your message absolutely made my day!

There’s something profoundly moving about knowing that our littlest learners are starting their educational journey with tools for emotional regulation that many of us didn’t discover until decades later. And I’m especially touched by how you’ve incorporated Tapping into both your personal routine and your classroom—talk about practice what you teach!

Starting Young: Why Teaching Emotional Regulation to Preschoolers Matters

Think about it for a moment—what if you had learned how to manage big emotions when you were just 3, 4, or 5 years old? How might your childhood experiences have been different? How might your adult life have unfolded?

“The preschool years are fundamentally formative. During ages 3-5, children’s brains are developing at an astonishing rate, forming over one million new neural connections every second.”

The preschool years are fundamentally formative. During ages 3-5, children’s brains are developing at an astonishing rate, forming over one million new neural connections every second. This period is when they’re learning not just ABCs and 123s, but how to understand and manage their emotions—a skill set that’s arguably more important for lifelong success and happiness.

The challenge is that preschoolers experience big emotions in little bodies. Their prefrontal cortex—the brain’s “management center” responsible for rational thinking and impulse control—is still very much under construction. Meanwhile, their limbic system, where emotional responses originate, is firing on all cylinders.

This is why preschoolers might have a complete meltdown because their sandwich was cut in squares instead of triangles. Their emotional brain is fully operational, but the regulatory systems are still developing. It’s like having a car with a powerful engine but brakes that are still being installed.

Why Tapping Works So Well with Young Children

What’s fascinating about Tapping with young children is that we’re meeting them exactly where they are developmentally. Here’s why it works so beautifully:

1. It’s physical and concrete: Young children learn through their bodies. Tapping gives them a tangible, physical action when emotions feel overwhelming.
2. It’s simple: The basic Tapping process is easy enough for a 3-year-old to grasp, unlike some complex emotional concepts.
3. It creates a pause: Tapping naturally inserts a moment between feeling and reacting—exactly what developing brains need to practice.
4. It connects mind and body: Children are naturally somatic (body-centered) in their experience. Tapping honors this natural way of processing emotions.
5. It’s empowering: Tapping teaches children they have tools to help themselves feel better—a profound lesson in self-efficacy.

What you’re doing, Kathleen, is helping these children develop neural pathways for self-regulation that will serve them for a lifetime. You’re not just teaching them to calm down; you’re teaching them that they have the power to influence how they feel—perhaps one of the most valuable lessons they’ll ever learn.

The Science of Why Those Preschoolers Keep Asking for Tapping

I had to smile when I read that your students specifically request Tapping over other calming activities. There’s actually some fascinating neuroscience that helps explain why.

When children (and adults) Tap while focusing on calming thoughts or feelings, several things happen in their nervous systems:

• The physical act of tapping on meridian points sends calming signals directly to the amygdala—the brain’s alarm system
• This interrupts the stress response and helps move the body from “fight-flight-freeze” to “rest and digest” mode
• The combination of touch and focus creates what neuroscientists call a “somatic marker”—essentially teaching the brain a new association between touch and calm

What’s particularly powerful for young children is that Tapping creates an experience of safety in their bodies. Children don’t just understand calm intellectually—they feel it physically. And for a preschooler’s developing brain, this feeling of embodied safety is like pure magic.

“With Tapping, big overwhelming feelings become manageable. And preschoolers, who are incredibly intuitive, recognize this effect even if they can’t articulate it.”

With Tapping, big overwhelming feelings become manageable. And preschoolers, who are incredibly intuitive, recognize this effect even if they can’t articulate it. No wonder they keep asking for it!

The Ripple Effect: From Teachers to Students to Families

One of my favorite parts of your message, Kathleen, is how you mentioned sharing Tapping with colleagues and families. This creates an incredible ripple effect of self-regulation.

When teachers like you take care of your own nervous system regulation—like Tapping on your steering wheel on the way to school (genius move, by the way!)—you come into the classroom with a regulated presence. Research shows that children’s nervous systems actually synchronize with the adults around them. Your calm literally helps co-regulate your students.

Then, as you teach the children to regulate themselves through Tapping, they bring that skill home. Parents notice the difference and become curious. Before you know it, entire families are Tapping together.

I’ve seen this pattern repeat in schools across the country. What starts as one teacher using Tapping for personal stress management often evolves into a school-wide culture shift where emotional regulation becomes as valued as academic achievement.

Simple Tapping Techniques for Preschool Settings

For any teachers or parents inspired by Kathleen’s example, here is a simple Tapping technique specifically designed for preschool-aged children:

The “Morning Meeting Ready” Tap

(Similar to what Kathleen might be using with her students)

Tapping Tips for Teachers (Self-Care Edition)

Kathleen, your steering wheel Tapping reminds me that teacher self-care isn’t optional—it’s essential. Teaching is one of the most emotionally demanding professions, especially with young children. Here are some quick Tapping ideas specifically for teachers to use throughout the day:

The “Between Classes” 30-Second Reset

When you only have seconds between activities or transitions:

Then simply tap through all the points while taking deep breaths. Even 30 seconds can help reset your nervous system!

The “End of Day Release” Tapping

To process before heading home:

Making Tapping a Classroom Routine

For teachers inspired by Kathleen’s example, here are some practical tips for implementing Tapping as a regular classroom practice:

1. Start with yourself: Practice Tapping for your own stress management before introducing it to students.
2. Keep it simple: Begin with just 1-2 minutes of basic Tapping during morning meeting.
3. Use child-friendly language: Frame Tapping as “sending messages to our brain that we’re safe” or “helping our body feel calm.”
4. Be consistent: Children thrive on routine. Same time, same place makes Tapping feel like a natural part of the day.
5. Notice and name the effects: “I notice our bodies are calmer now” or “Our voices are quieter after Tapping.” This helps children connect the practice with its effects.
6. Involve parents: Send home simple information about what you’re doing, perhaps with a basic Tapping chart for families who want to try it.
7. Follow the children’s lead: Like Kathleen discovered, children will often let you know what works for them. If they’re asking for Tapping, that’s valuable feedback!

A Simple Framework: The ABCs of Tapping with Young Children

For anyone working with preschoolers, here’s a simple framework to remember:

A – Acknowledge: Help children name what they’re feeling. “You seem angry that someone took your toy.”

B – Breathe & Body: Guide them to take a breath and notice how their body feels. “Let’s take a big breath. Where do you feel that anger in your body?”

C – Choose to Tap: Invite them to tap with you. “Would Tapping help your body feel better? Let’s tap together.”

This ABC approach honors children’s experiences while giving them practical tools for regulation.

The Long-Term Impact: What You’re Really Teaching

When I think about what Kathleen and teachers like her are doing by introducing Tapping to young children, I’m moved by the long-term implications.

These children aren’t just learning a technique; they’re learning fundamental truths about themselves and their relationship with emotions:

• Emotions are normal and natural
• Big feelings can be managed
• Their bodies have wisdom
• They have power over how they feel
• Self-regulation is a skill they can practice
• Taking care of emotional health is as important as physical health

“These are profound life lessons that many adults still struggle to integrate. By teaching children these concepts through the simple, physical practice of Tapping, we’re potentially changing the trajectory of their emotional development.”

These are profound life lessons that many adults still struggle to integrate. By teaching children these concepts through the simple, physical practice of Tapping, we’re potentially changing the trajectory of their emotional development.

Imagine a generation of children who grow up with healthy emotional regulation skills, who understand that emotions are meant to be processed rather than suppressed or acted out, who know how to calm their nervous systems when stressed. The possibilities for positive impact are enormous.

Celebrating the Ripple Effects

Kathleen, what you’ve shared is such a perfect example of how Tapping creates ripple effects of positive change. You tap for your own well-being, which helps you show up more regulated for your students. You teach them to tap, which helps them regulate and learn more effectively. They bring these skills home, potentially influencing their families. The colleagues you’ve shared with might introduce Tapping to their classrooms.

From one person Tapping on their steering wheel to potentially hundreds of people learning emotional regulation skills—that’s the power of sharing this practice.

I’m deeply grateful to teachers like you who recognize that emotional well-being is the foundation upon which all other learning rests. By helping these young children develop emotional regulation skills during such a formative period, you’re giving them a gift that will serve them for a lifetime.

For any teachers or parents inspired by Kathleen’s story, I encourage you to try incorporating simple Tapping practices into your routines. The beauty of Tapping is that you don’t need special equipment, a big time commitment, or extensive training to get started. Just a willingness to try something new and see how it feels.

And remember—when we teach children these skills, we’re not just helping them in the moment. We’re helping shape how they’ll respond to challenges for years to come. That’s a powerful legacy indeed.

Resources for Teachers and Parents

If you’re inspired to bring Tapping into your classroom or home, here are some resources to explore:

• The Tapping Solution Foundation – Visit our Foundation webpage for resources specifically for educators, including free materials for bringing Tapping into schools.
• The Tapping Solution App – includes meditations specifically designed for children, teachers, and parents! Try using search to see all that we have. Here are a few specifics I recommend:
  • Calm for Kids and Creating a Great Day for Kids – These are the two sessions that Kathleen mentioned. They are great daily sessions to do with kids.
  • Get Ready to Learn for Kids – Another great one, especially if you’re looking to help kids get focused and ready to learn.
  • Kids and Teens Quick Tap Category – We have a whole category of Quick Taps for Kids and Teens. These are short (2 min) video sessions that cover a variety of topics and are led by kids!
  • Teacher Self-Care Collection – This collection is part of our Foundation, content that is always free. These sessions are designed to support educators with the unique stresses of teaching.

Note: You can access these meditations by clicking the links above using your mobile device, or type the name of the meditation into The Tapping Solution App’s search function.

I’d love to hear from other teachers and parents who have introduced Tapping to young children. What creative approaches have you found? How have the children responded? Share your experiences in the comments below!

Until next time… Keep Tapping!

Nick Ortner