Childhood Trauma in the Time of Coronavirus: Teachers, Families, and Communities as Protective Factors
|
“There are two pandemics we’re facing: the COVID-19 pandemic and the pandemic of racism affecting young children.” – Nancy Carlsson-Paige
|
Takiema Bunche-Smith
on Black children
surviving, learning and thriving during COVID-19 and beyond…
“Children are never just an island. And challenges and disparities they experience are not because of who they are or their cultures, it is because of the society and the context that has put these disparities and created inequality for them. This is so important to think about with Black children because we have anti-Black racism that has located the cause of disparities for Black children within Black people, Black culture, Black ‘lack of achievement’ and that’s just not the case. We have to look within the Chronosystem and Macrosystem and all of the other environments as creating the conditions for trauma and for children to not be able to thrive.“
“Black preschoolers are 3.6 times more likely to receive suspensions than their white counterparts. And this is about the system, and not about what these children are doing in preschool - one of the reasons given for suspensions was that they were crying too much. There is no limit to the amount of positive support we can give to Black children to boost their value.”
Resources:
Recommended Books:
Cultivating the Genius of Black Children
by Debra Ren-Etta
Being Black is Not a Risk Factor
by NBCDI
The Dreamkeeper. Successful Teachers of African American Children
by Gloria Ladson-Billings
Understanding Black Male Learning Styles
by Jawanza Kunjufu
|
|
Ijumaa Jordan
on
How teachers help protect against racial trauma and stress from COVID-19…
“A big thing happened with COVID. A big thing is happening with the racial uprisings. We can’t pretend that none of this is happening. We won’t protect them by not addressing it with children. COVID-19 has rocked our world, and it has presented an opportunity to rethink the system and change education. We need to be realistic about what we propose to keep people safe. Isolation is not the answer. This is a time for community. For being together. And not to hold on to what used to be.”
“What will thriving look like for Black children? We need to start by asking Black children and parents what they need in order to feel like they are thriving, and value what they’re already bringing. What will thriving look like for Black children? If I don’t always get in trouble. If my teachers are happy to see me. If they don’t tell me how I should wear my hair or my clothes…”
|
|
Diane Levin
on
How we can support children’s development and learning in the COVID-19 era…
“Trauma shows up in behavior and the things children talk about. What, in the midst of this, can we do to maintain their routines, help them use their play to express themselves, and work through their fear? Play helps children become problem finders and problem solvers. Worksheets and screen-work don’t teach them these skills.”
“The idea that, in these times, we need to keep them sheltered, is not helpful. Now, more than ever, we need to find ways to safely and creatively promote play and help them stay connected and feel safe and secure.”
|
|
Susan Linn
on
Talking responsibly to children about racism, Covid-19 and the uncertainty around returning to school this fall…
“It’s important to remember that children have feelings about what is happening in their world and they need to be validated. Very young children experience the same intense, powerful emotions as adults, and with the same intensity. It’s important to talk with them about how YOU feel, so that they know it’s okay to have their feelings. It’s okay to be angry. You can’t hurt someone because you’re angry, but it’s okay to BE angry and to talk about why you’re angry.“
“Make sure that children know that they can come to you and talk to you about anything. That’s the relationship you want to develop. And it’s important to help children have hope. With COVID, we can tell them that there are people and scientists working really hard to make this better, and this is going to end. It may take a long time, but it will get better.”
|
|
Erika Christakis
on
How families can mitigate the impact of COVID-19 on children…
“It’s tempting to want to reassure children--tell them, Mommy has to wear a mask… We have to isolate from grandpa to keep him safe—but it’s not an effective strategy to give them info cognitively until we have joined them emotionally. The emotional connection is where you can really reach children.”
“Educators need to empower parents in this role. I like to use the acronym PACE. ‘P’ stands for ‘playfulness’ and fostering play and being playful with children. ‘A’ stands for ‘acceptance.’ We are not afraid of their feelings. There is not a thought that you have ever had that would scare me. ‘C’ stands for ‘curiosity’ and finding time for small doses of engagement and true interest in children’s ideas. ‘E’ stands for ‘empathy’ and joining children emotionally.”
|
|
Hope you plan to join us tomorrow!
|
|
SESSION 3 PREVIEW - Thursday, July 23, 4-6 pm EST
Reimagining Advocacy Post COVID-19: The Fight to Protect Childhood Continues
As states scramble to recover from the devastating economic impact of COVID-19 we can expect to see deep cuts to education. Without an increase in funding, we know many schools cannot reopen safely and meet the CDC recommended guidelines. Without a serious investment from the federal government, the childcare industry is on the brink of collapse. This panel will discuss strategies for advocating to protect childhood in a world impacted by COVID-19.
|
|
- Nancy Bailey, Early Childhood Education Blogger
- Denisha Jones, Codirector, Defending the Early Years, and Institute Lead Facilitator
- Cindy Ligon, President, Tennessee Association for Children's Early Education
- Maureen McGurk, Teacher and Advocate
- Peter Rawitsch, Retired Early Childhood Educator
|
|
If you have friends or colleagues who weren't able to register, we are livestreaming each panel discussion on Facebook.
|
|
|
|
|
|
|
