CoVid19 and Your Child
We are committed to providing remote activities that facilitate a child’s individual learning style in physical, cognitive, and social and emotional development by working together to create a safe and nurturing environment at home during COVID 19.
CDC Recommendations:
Children 2 years and older should wear a cloth face covering
Children 2 years and older should wear a cloth face covering their nose and mouth when in the community setting. This is an additional public health measure people should take to reduce the spread of COVID-19 in addition to (not instead of) social distancing, frequent hand cleaning and other everyday preventive actions. A cloth face covering is not intended to protect the wearer, but may prevent the spread of virus from the wearer to others. This would be especially important in the event that someone is infected but does not have symptoms. Medical masks and N-95 respirators are still reserved for healthcare workers and other first responders, as recommended by current CDC guidance.
How to wear a mask and options for sew or no-sew mask home-made
Social Story Oyster and the Butterfly Story La Ostra y La Mariposa Libro
Thank you to Ana Gomez for sharing this beautiful social story about Corona Virus https://www.anagomez.org/
Why Can't I Go to School Social Story
Link to Something Strange Happened in my City Social Story ---Other Languages
Although it may be difficult to talk with our children about the coronavirus, it is important that we provide them with basic information and make them feel safe. By starting the conversation, you can address their concerns and fears, and work together to make the best out of this challenging situation. Here are some strategies that may be helpful over the next few weeks.
Ask them what they know. Children may have already heard about the coronavirus at school or in the playground. Invite your children to tell you what they know and how they feel about it.
Correct misinformation. Children often imagine situations worse than reality; therefore, offering developmentally appropriate facts can reduce fears.
Listen to children’s fears and concerns. Offer empathy and understanding, but also help them realistically reframe their fears.
Offer honest answers. It is ok to say, “I don’t know, but I’ll let you know when I do.”
Answer their questions truthfully, without using too many unnecessary details and facts. Use language that your kids can understand.
Provide brief, simple information that balances COVID-19 facts with appropriate reassurances that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people make every day to stop germs and stay healthy, such as washing hands, staying at home and social distancing.
“This illness is different from a cold because it’s new, but people are trying really hard to make sure it doesn’t spread, and they treat people who are sick. If you ever have questions, talk to me,” You can also say, “Scientists and really smart people all around the world are trying to figure out how to keep people safe and healthy.”
If true, remind your child that your family is healthy, and you are going to do everything within your power to keep loved ones safe and well
Children probably don’t fully understand why parents/guardians aren’t allowing them to be with friends. Tell your child that your family is following the guidelines from the scientists. Social distancing means staying away from others until the risk of contracting COVID-19 is under control.
Frame school closures as a positive, but also acknowledge their feelings about missing their friends, teachers and toys at school.
Maintaining a Routine
Keeping a somewhat regular schedule provides a sense of control, predictability, calm, and well-being. It also helps children and other family members respect others’ need for quiet or uninterrupted time and when they can connect with friends virtually.
Maintain your typical routines as much as possible. Rituals like bedtime stories or after dinner games or walks anchor children in normalcy. Intentionally build emotional connections through play, music, art, conversation, and time in nature.
It’s not easy to “stick to routine” when school closures have upended our routines massively. But try to establish a new routine, as best you can. As we all know, some kids are frightened and overwhelmed by big changes in their environments. For these little ones, allow plenty of time for them to adapt to the new system. Making a daily schedule with pictures can be helpful.
Take Care of Yourself
Children will react to and follow your reactions, so it is important to be aware of your own reactions and fears. They learn from your example.
Process your own anxiety first - you want to be able to calmly answer their questions and talk about the virus. Children notice our own anxiety through verbal and nonverbal cues. You may want to talk with another supportive adult in your life first.
Model healthy self-care by continuing to exercise, get adequate sleep, connect with others, and eat a nutritious diet.
Turn off the news sometimes; too much discouraging news is bad for our health — and our kids’ health. Find activities that support your well-being (taking a bath; take a walk, pet the dog or cat, flip through a family vacation album, put on some music or bake cookies). Do things that make you feel good and centered. Do whatever you can to calm your own nerves so that you have the bandwidth to handle your children’s difficult questions and challenging behavior.
Screen Time
Consider adjusting the screen time limits. Working from home and not having regular childcare is a huge adjustment for everyone. This is not the time to be hard on ourselves as parents. If you need to temporarily adjust your screen-time limits, do it. Just be smart about it; if you loosen all the limits around games or programs, those things will be much harder to manage after things calm down. Try to be specific about allowing more time temporarily. Don’t consider communication with friends, teachers or families as screen time.
When you are able, try the activities/resources on-line that are not screen-related.
Remember children need to run and play. Recess at school is important. Try to get outside when possible. When it isn’t possible, utilize on-line resources for movement.
Also, if possible, encourage the use of social apps, such as Skype or Facetime, where your kids can interact with others. Social connection is important, especially at a time of social distancing. Virtual playdates may help keep cooped-up kids feeling balanced and sane.
Monitor WHAT is being watched: both for yourselves and your children. Watching continual updates on COVID-19 may increase fear and anxiety. Developmentally inappropriate information, or information designed for adults, can also cause anxiety or confusion, particularly in young children. Children don’t know a repeated news story is about the same situation vs. a new incidence. Get the facts from a credible news source and then turn the news off.
Your Child’s Social-Emotional Well-Being
Understand that behavioral changes such as irritability, sleeplessness, or changes in appetite are a child’s way of communicating anxiety. You may also see regression with toilet-training, thumb-sucking, constipation, bed-wetting, bad dreams, speech difficulties, increased tantrums, whining and or clingy behaviors. With extra comfort, reassurance and patience, these behaviors will likely subside. Encouraging expression of feelings through play, art and movement activities can be helpful. Some parents may consider short-term changes in sleeping arrangements or increasing calming activities before bedtime as well. Contact your child’s teacher or our RtI Coordinator, Erin Savage (erinsavage@berkeley.net) with concerns.
It is important to allow our kids to express the full range of their emotions, and we respond with empathy and patience. You do not want to minimize or dismiss their feelings.
Depending on their ages, stages and temperaments, some children will require more reassurance or more time to transition than others. The situation is unique, and so is your child.
