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Parenting Resources during COVID19 from Parenting for Lifelong Health

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Parenting Resources during COVID19 from Parenting for Lifelong Health

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Attractive infographics on many aspects of parenting  available in numerous languages

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The COVID-19 Playful Parenting resources have now reached
90,449,961
people!

ABOUT US

COVID-19: 24/7 PLAYFUL PARENTING
Evidence-based playful parenting tips available in more than 100 languages.

Parenting for Lifelong Health (PLH) provides open-source and evidence-based playful parenting resources to support parents and caregivers during the COVID-19 pandemic and beyond. These resources focus on building positive parent-child relationships and reducing violence against children by learning through play, reinforcing positive and managing difficult behaviours, creating structure and routines, talking about COVID-19, keeping children safe online, and reducing stress and conflict.

We are working with the World Health Organization (WHO), UNICEF, the Global Partnership to End Violence Against Children, USAID, Centers for Disease Control and Prevention (CDC), the Oxford University, the LEGO Foundation, the Internet of Good Things & many more, to keep children safe during the COVID-19 pandemic and beyond.

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The COVID-19 Playful Parenting resources have now reached 90,449,961 people! ABOUT US Evidence-based playful parenting tips available in more than 100 languages. Parenting for Lifelong Health (PLH) provides open-source and evidence-based playful parenting resources to support parents and caregivers during the COVID-19 pandemic and beyond.

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Resources for Psycho Social Skills Development

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Resources for Psycho Social Skills Development

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A resource compiled by the VSO Expert group on Psycho Social Support Mental Health and Emotional Learning

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Guidance and Evidence for Psycho Social Support in Emergencies

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Guidance and Evidence for Psycho Social Support in Emergencies

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A collection of the latest guidance from International Agencies

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Sample of Resources on  Education in Emergencies

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Sample of Resources on  Education in Emergencies

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This is just a small sample of resources available

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Solutions to problems arising from pandemic planning

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Solutions to problems arising from pandemic planning

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VoicEd Radio: Marilyn Leask and Sarah Younie in conversation with Stephen Hurley re Pandemic Planning 

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VoicEd Radio: Marilyn Leask and Sarah Younie in conversation with Stephen Hurley re Pandemic Planning 

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MESHGuides' Marilyn Leask and Sarah Younie talk to Stephen about their latest book and the 'extra' chapter on pandemic planning in the light of COVID-19

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Pandemic Planning in the Education Spacae ft. Marliyn Leask and Sarah Younie

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Drs. Marilyn Leask and Sarah Younie (DeMonfort University) join us today to talk about a chapter on pandemic planning in education that will be included in a new book that they are writing on System Design in education.

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VoicEd Radio; Pandemic planning for Education

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VoicEd Radio; Pandemic planning for Education

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Here is a conversation about an initiative out of the university of Calgary. Thinking that it might be a useful step when thinking about teacher education FOR pandemics!

https://voiced.ca/project/in-conversation-with-stephen-hurley/

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Psycho Social Skills, Gestures and Signs can support children to collaborate on-line

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Psycho Social Skills, Gestures and Signs can support children to collaborate on-line

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Blogpost about a collection of activities and games that can facilitate the development of psycho social emotional skills

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in Ethiopia by a pan African collective of volunteers who became known as the Hyena Squadron The evidence is clear that During the current period of lock down much learning is continuing on line. Here is a collection of activities and games that can facilitate the development of psycho social emotional skills. They were developed from the Labour Government social emotional behavioural strategies under open government license and then adapted for a psycho-social emotional skills project supported by UNICEF and VSO for Education in Emergencies
education in emergencies needs to focus on psycho-social emotional skills which can be taught.

We now have an emergency across the world and these resources are badly needed for children who may have limed access to social interaction.

Together Gestures, Signs and Psycho Social Skills games and activities could be powerful resources for children.

These resources were intended to be translated into This initiative is grateful to the synergies from Amharic, Oromo and Somali and contextualised by local educationalists. MESHGuides Extinction Rebellion Canterbury, VSO, and UNICEF who are independent groups that have worked separately to create these resources.

1. the English Version of the manual

2. a couple of stories from around the world to stimulate talk about Psycho Social Skills

3. a presentation about the evidence and rationale for why psycho social skills are an important part of education in emergencies

There are also helpful posters in the toolkit
Signs have been used for a long time to help people to communicate.
Linda Hogdon recently has made the suggestion that, at this time, they are also useful for children and adults who want to communicate using web based video collaboration. Often participants have to switch off their microphone while another person speaks so that signs can be used to communicate to the speaker while they are speaking.

There are two resources that can be used and may compliment each other. We suggest that these signs and gestures can be used to support the development of psycho-social skills using the activities in the above packs

These were developed to support communication in education.
Here is a link to some useful Makaton signs.

have evolved during the occupy movement. They facilitate the flow of information in meetings and aim to support inclusion and participation. There are only a few to learn and are easy to learn.

Here is a link to the XR gestures (courtesy of Bristol Live Newspaper)

contact the
If you want further information or wish to comment or contribute to these resources then
Hyena Squadron

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Psycho Social Skills, Gestures and signs can support children to collaborate on-line

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in Ethiopia by a pan African collective of volunteers who became known as the Hyena Squadron The evidence is clear that During the current period of lock down much learning is continuing on line. Here is a collection of activities and games that can facilitate the development of psycho social emotional skills.

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Report of a special school responding to lockdown in the UK

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Report of a special school responding to lockdown in the UK

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Our school uses ClassDojo as one of a few ways to communicate with parents and carers. Families have engaged positively with us regularly and it has formed the basis of our home education programme during this time.

During the transition period, we made bespoke home learning packs for our children which included a range of items such as bubbles, and craft materials as well as communication or choice boards and other table top activities.

In the packs, we also included specific equipment that we knew would support the children. For example, a specific cushion we have for a child via occupational therapy.

The home learning packs were sent home with our children at the point of school closure.

Adapting our programme of learning to be taught remotely

Within school, we operate a personalised approach to learning to meet the individual needs of our pupils and this has continued through the programme of home learning.

The senior leadership created a 'guidance for working at home' document for all staff, which outlines ways which classes can work with families to support home learning. But also, and most importantly, includes how to support our children and families with their general welfare and how to raise any concerns that arise.

Each child has a designated 'key worker' who is a member of the staff team in which they are based, and therefore is someone familiar to them and their needs, and someone who already has a relationship with the family. The class teacher continues to have oversight of the home learning programmes and liaises with class teams on the engagement with families.

Communication and coordination between members of the senior management team and teachers ensures the systems we have in place across the school are effective.

We have regular online senior management meetings which enables us to monitor and evaluate the systems in place and to respond to any issues.

What worked well and how we know

We have combined 'whole school' sharing of activities, ideas, weblinks and support using the school ClassDojo page with a more bespoke and personalised programme of activities, ideas and links through key workers to individual pupil ClassDojo pages.

An example of this is a daily themed signing video clip led by one of our teaching assistants on the school page, and a personalised signing video done by a key worker using a child's name and signs specific to them on a pupil's own page.

Feedback from families has told us that their children respond really well to seeing faces and hearing voices of staff who are familiar to them. This is an important need for many children with SEND, and it has supported their motivation and engagement in attention and learning.

The Department for Education gathered these examples of remote education practice by consulting with schools and colleges across England. Names of individuals and schools have been removed to protect their privacy.

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Supporting the wellbeing of primary pupils with special educational needs and disabilities (SEND)

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Our school uses ClassDojo as one of a few ways to communicate with parents and carers. Families have engaged positively with us regularly and it has formed the basis of our home education programme during this time.

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Doing Education Differently; a vision for the future

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Doing Education Differently; a vision for the future

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Some initial thoughts on what education might look like in the future.

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Doing Education Differently; a vision for the future - blogpost April 2020