3. Types of Stress
 EUSTRESS AND DISTRESSED BEING 2 MAJOR
CATEGORY OF STRESS.
 WE RESPOND IN A FLIGHT OR FIGHT MANNER IN LIFE
SITUATIONS.
 COVID -19 HAS STRESSED ALL,RATHER DISTRESSED
ALL.

4. CHALLENGES

5.  Consequences for children growing up in the Covid-19
pandemic, from the short term effects to long-term
implications. The long-term impact on behavioral and mental
health is yet to be seen.
 From the moment a child is born socializing plays an
important role in their development, from learning to share to
honing their language skills. But with social distancing
measures in place, many kids are missing out on
opportunities to play.
 A delay in social skills may not be the only consequence of
the pandemic. With many parents undergoing financial stress

6.  The added impact on families who are experiencing
financial stress and food insecurities add to the
environmental impact of child well-being that could impact
them later on.
 The pandemic has really highlighted the inequities in our
systems of care, and children with limited access to high-
quality resources could suffer greater gaps in social,
emotional, and academic outcomes

7.  While Covid-19 is typically benign in children, the
pandemic could have long-lasting impact on society’s
youngest members.
 With child-care programs closed and social distancing
measures in place, many children are missing out on
opportunities for development.

8.  Children under the age of 6 are more likely to develop
clingy behavior and fears of family members contracting
the virus than older children.
 And children of single or divorced parents may develop more
emotional distress if they're separated from a parent due to
quarantine.
 These experiences of distress have manifested as symptoms
like sadness, disturbed sleep, poor appetite, agitation,
inattention, and separation anxiety.

9. Shift in mindsets from 'sharing' to
'individual’
 COVID-19, produce potential risks to child development due to
the risk of illness, protective confinement, social isolation, and
the increased stress level of parents and caregivers.
 This situation becomes an adverse childhood experience
(ACEs) and may generate toxic stress, with consequent
potential losses for brain development, individual and collective
health, and the long-term impairment of cognition, mental and
physical health, and working capacity of future adults.

11. Break in continuity of learning

12. Break in continuity of health care

13. Missed significant life events
 Marriages of dear
ones
 Deaths of loved ones
 No outings
 Social distancing

14. Lost security and safety

15. Screen time
 Excessive use of screen time may lead to language delays in
children partly because they reduce human-to-human
interaction.
 each 30-minute increase in handheld screen time, researchers
found a 49% increased risk of expressive speech delay. early
screen exposure is somewhere associated with increased ASD
(Autism Spectrum Disorder) like symptoms.
 Children may also suffer from behavioral problems like ADHD
(Attention Deficit Hyperactivity Disorder).
 Expressive language (what we communicate) is one of three
branches of language
 Receptive language (what we understand),
 Pragmatic/social language (how we navigate social interaction).

16.  The potential adversity of screen time on a child’s
development has become a concern in the modern world.
Recent studies have shown that a substantial amount of on-
screen exposure can cause developmental delays - difficulty
communication, language problem, impaired motor skills, and
emotional deficit.
 The study has found that the brain area (cortex) responsible
for reasoning and critical thinking becomes thinner in children
who spend more than 7 hours on screens.

17. Sleep effects
 Importantly, too much exposure to the blue light on screen
can cause sleep deprivation by inhibiting the secretion of the
sleep hormone, melatonin.
Emotional impacts
 Excessive screen time can modulate a child’s emotional
behaviors in many ways. Too much reliance on digital media
can hold back their imagination power and motivational level.
 Because of the increased screen addiction, children cannot
often be entertained by nearby people, which at some point
can cause frustration, anxiety, and impulsive behaviors.

19.  Depending on levels and kinds of support, high and continuous
stress may either be tolerable or become toxic to children and
adolescents.
 Parents may have felt pressured to avoid seeking health care
due to earlier stay-at-home orders and may continue to do so
because they are afraid of getting sick with COVID19
 Coaching parents through the challenges of virtual learning.
Often, parents feel like "bad teachers," when in reality, placing
the responsibility of a child's educational development on a
parent's shoulders during this time just isn't reasonable.
 Henderson urges them to keep in mind the expertise involved in
building and carrying out their child's educational plan under
normal circumstances.

22.  In addition to everyday steps to prevent COVID-19, physical
or social distancing is one of the best tools we have to avoid
being exposed to the virus and to slow its spread.
 When children are very young, their parents ,teachers and
caregivers

23. Take time to plan

24. Create a schedule

25. Change in routines
 Creating a visual schedule that will help your child know what to
expect during the day.
 Kids need their own structure and consistency, and they need to
know what parents expectations are.
 DAY BY DAY
 TODAYS MISSION
 1 STAY HOME
 2----------------
 3---------------
 Predictable expectations

26. Design independent learning

27. Develop Heathy Habits
1. Have Healthy Food-
Eat in an regulated way
2. Develop good sleep
habits- Sleep in time
and wake up in time!
 “This isn’t one big
vacation, because
that would make
returning to regular
life eventually all the
more difficult.”
3. Get your children
dressed up nicely

28. Make them busy in household work

29. Get up and move

30. All work and no play
makes Jack a dull boy

31. Schedule time to be with your kids
 Timers are also helpful and can be used for both schoolwork
and play—play being a necessary part of your child's day.
 Choose an activity both you and your child will enjoy and set
a timer.
 Learning happens through playing, and this time can serve
as a welcome break for you, too.
 Taking part in playtime with your
child can relieve the stress you're
experiencing on your own.

32. Emotional awareness
 Emotional awareness is important here.
 Children are perceptive and will mirror the stress of their
parents.
 With tough times behind us and tough times ahead, it's
important to maintain a level of transparency with your
children about the unique challenges of this time.

33. BE A HUMAN & NOT SUPER
HUMAN
Pretending that it’s not hard does a disservice to your child
because they will experience hard things, and if their
recollection is that it wasn’t hard for their parents, that sets up
a superhuman expectations in front of your kids and speak to
them as its developmentally appropriate to do so.

34. INDULDGE IN THEIR CURIOSITY
 Navigating this pandemic is confusing for all of us, and your
children will have questions, too.
 While patience might be a scarce resource, you can
positively impact your child's development by indulging their
curiosity and helping them to make sense of their
surroundings.
 Preschool-age children are asking questions to understand
the world around them.
 While some of the questions may be difficult to answer, it is
important to allow them the safe space to ask them.

35. Big Shift for teenagers
 Teen is not easy, even in best of times.
 This is a difficult time for them as well, the time they had to
spend with their friends in socializing them is spent at home
with parents and siblings, making them more rebellious.
 Tell them this too shall pass!

36. Embrace technology
 Urge parents to keep in mind the expertise involved in
building and carrying out their child's educational plan under
normal circumstances.

37. Be mindful of how you talk to kids
 BE KIND AND EMPATHETIC TO KIDS.

38. Be on the lookout for anxiety

39. Look for silver linings

40. Build resilience skills
 We’re living in an unprecedented time. Yet there’s an
opportunity to model skills that build our children’s resilience.
 Developing this kind of mindset can help them get through the
uncertainty of today and prepare them for challenges they will
face in the future.
 Model Self-Compassion.
 Release Emotions.
 Remain Calm.
 Be Realistic and Honest -work together to find credible
information, No catastrophic thinking, Ask children not to
imagining the worst, By allowing their thoughts to be realistic,
not optimistic.

41. Let Things Go
 While you can’t control what’s on the news, you can control
how much media your family consumes.
 Be a good gate keeper.
 Find Happiness and Show Gratitude- Play glad game
Seek Connection

42. Staying Connected with Family
using Technology

43.  The American Academy of Pediatrics goes on to recommend
that parents of two- to five-year-old children:
 select high-quality programs
 watch videos with their child
 talk with their child while watching videos
 connect what their child sees to their everyday experiences

44. Practice self-care

45. Find ways to manage
disappointment

46. Focus on things you can control

47. Ensure digital equity
 The pandemic has really highlighted the inequities in our
systems of care, and those with limited access to high quality
child care or children could suffer greater gaps in social,
emotional and academic outcomes.

48. Provide robust learning

49. Design independent learning