Content:

P1: Four children who are getting to know each other take a ride in the machine to the
center of London. Full of curiosity and excitement, they were excited to visit the famous
sights along the Thames. However, while they were exploring to their delight, dark
clouds suddenly appeared in the sky, and the four children were separated by heavy rain
and wind.
P2: A ducks out of the rain and goes into the biggest mall in the neighborhood
B walks through a maze of streets and alleys to a familiar street sign...
C runs in a hurry to a bookstore
D stands under a roof with his new friend

Footnotes:
P1: Four children arrive in the center of London and are excited to explore this strange
and busy city, visiting famous sites such as the London Eye, Buckingham Palace, and the
Tower of London on the Thames. In this episode, the children traveled alone, without a
guardian, to visit attractions in the busiest part of the city. We wish to show our readers
the richness of British tourism and the importance of play-based learning, but it is worth
noting the need to raise awareness of children's safety. In recent years, child safety
concerns have become increasingly prevalent. Therefore, adherence to the Integrated
Early Childhood Support System (IECSS) is essential and both preschools and
elementary schools need to build partnerships with parents and establish shared
responsibility for the success of their children in terms of educational safety and security
both inside and outside of school (Pek, 2022). Our story has a science fiction and fairy
tale element inherent in it, but it needs to be brought to the attention of parents and
schools who navigate to this section.
However, while they were enjoying their sightseeing, dark clouds suddenly appeared in
the sky, and the four children were separated by heavy rain and stormy winds. The four
children begin to feel anxious and confused. Children's mental health is gradually being
emphasized by researchers and educators, and Generalized Anxiety Disorder (GAD) in
children's populations is beginning to be identified and intervened in. The cognitive
model proposed by Dugas (1998) emphasizes the importance of intolerance of
uncertainty (IU), negative problem orientation (NPO), positive beliefs about worry
(PBW), and the cognitive role of avoidance. However, for children who are at a rapid
developmental stage, there is a need to differentiate between feelings of anxiety and
anxiety disorders. Typical feelings of anxiety are a normal response to stress, and anxiety
usually disappears when the stressor is gone (Herndon, 2021). Sometimes it can help
children prepare for happenings or stay alert in dangerous situations. In anxiety disorders,
removing the stressor or trigger does not always reduce anxiety. "Abnormal" anxiety is
excessive and persistent worry that doesn't go away even when there is nothing to stress
or strain about. The children in the story do not have symptoms of persistent and
uncontrollable anxiety in their daily lives, so they were simply anxious because of the
rainstorm and getting lost.
P2: As the rain pours down, A, an independent girl, goes to the largest mall in the
neighborhood to seek shelter. Determined to find her friend, she approaches the mall staff
and, with her confident demeanor, manages to obtain a map of the area. With a keen
memory and sense of direction, she navigates her way through the hustle and bustle of the
mall and eventually returns to the original meeting place where the four were separated.
Under contingency, A has the ability to solve problems, a skill we use in all areas of life,
and the process of generating and implementing solutions. It involves identifying the
problem, researching, and analyzing it, and then developing a plan to solve it. If children
understand that they can solve problems, they are more likely to feel empowered,
resilient, confident, and in control of their lives. Children's planning and problem-solving
skills need to be developed so that they are prepared for the more difficult and complex
problems they will encounter (Keen, 2011).
On the busy streets of the city, B, a fan of detective fiction, finds herself lost, but she is
not discouraged. As she wanders through the maze of alleys, she stumbles upon a familiar
street sign that reads 221B Baker Street. She approached the door with curiosity, and an
old lady warmly welcomed her in and joined her for afternoon tea. The ladies’ bond over
their shared love of detective fiction and discuss deductive reasoning, alternate realities,
and magical adventures in depth. Through conversation, B found inspiration for her own
imaginary stories, fueling her passion for storytelling and creativity. When the old
woman dropped B off at a place separate from her friend, she disappeared. This episode
has a fairy tale flavor, which adds readability and a sense of mystery to the story, drawing
readers in.
Meanwhile, C, a new immigrant from Japan, rushes into a nearby bookstore. There, she
strikes up a conversation with the owner of the bookstore, exchanging information about
their cultures and histories. Through conversation, C gains a deeper understanding of her
new home and its rich heritage, while also sharing her own cultural experiences in Japan.
This encounter sparked a new sense of curiosity and belonging in C. She realized that,
despite differences in language and culture, common themes of love, friendship, and
humanity transcend borders. Since then, she has become interested in learning more
about her surroundings and accepting herself as a global citizen. In an increasingly
globalized world with high immigration rates, the interaction between one's cultural
heritage and one's new cultural surroundings is critical to identity formation. Children
explore their ethnic identities in different aspects of their lives, including their bodies,
classroom materials, passports, and family origins (Wee2023). Maehler's (2021) research
suggests that first-generation immigrant children and adolescents generally show
moderate identification with their cultures of origin, while their identification with their
countries of residence is relatively weak. As a new Asian immigrant experiencing a new
environment that differs significantly from her culture of origin, C's episode encourages
readers with similar backgrounds to be able to settle into their new environments in a
healthy and comfortable manner.
D was sheltering from the rain under a roof with a homeless person next to him. Despite
their different backgrounds, they share a muffin and have a meaningful conversation.
Through the interaction, D develops a new appreciation for empathy and compassion and
realizes the importance of reaching out to those in need. With personal and property
safety in mind, we wish to convey to our readers the idea of empathy for the unprivileged
groups. When spending time with people who are different from oneself, it is often
possible to see the world through a completely new lens. As the storm subsided, the four
children reunited and shared their adventures and experiences, each enriched by their
unique encounters on their unexpected journey through the city.
Reference
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Dugas, M.J., Gagnon, F., Ladouceur, R., Freeston, M.H., 1998. Generalized anxiety
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Mfa, J. H. M. M. (2021, August 9). Having Anxiety vs. Feeling Anxious: What’s the
Difference? Healthline. https://www.healthline.com/health/anxiety/anxiety-vs-anxious

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Sciences and Humanities, 3(5), 14–25. https://doi.org/10.55197/qjssh.v3i5.170

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