Supporting Children Around COVID-19

Having a safe, stable, and supportive relationship serves as a protective factor for children who are impacted by COVID-19.

Regularly review your emergency plan with parents and keep updated contact information. 

Always check in with yourself first. If you feel overwhelmed or feel frozen, pause and take a deep breath (or use whatever strategy works for you) so that you can effectively follow your earthquake emergency plan. Ask for help if you need it

It is important to talk to children even before they understand the words. Talk about what is going on around them. In times of danger, assure them you are there to keep them safe.  

  • Be honest.

  • Use simple language that is appropriate for the children’s ages.

  • Let children know what is happening next.

How you speak to children is as important as the words you use. Children respond to your volume and tone of your voice. They notice your emotions, facial expressions, and body language.

Pay attention to what you say to other adults even when you do not think children are listening.

Infants and young children will share their thoughts and feelings through behavior, emotions, play, and, when they are able, language. Watch and listen closely. Expect that some children will show emotion and behavior dysregulation. Be available to provide support.

Remember that it is ok, and even helpful, to talk about what happened. When children hear adults talking about experiences and feelings, they know they can too.

Children’s COVID 19 related stress will depend on the impact it has had on their family. For example, children whose families are healthcare providers, whose parent has lost a job, or who has a family member who is sick may have more behavioral and emotional reactions.

What childcare providers might say or do:

  • (for an infant) A new infant is enrolled in your classroom. You meet the family outside, stand over six feet apart, greet the child without your mask, and then say, “Now I’m going to put my mask on to keep you safe.”*

— For information about obtaining clear face masks for your childcare, see AIMHiTN’s “A Smile is Worth a Thousand Words Campaign” at https://aimhitn.org.

  • (for young children). Grace is a Chinese American child in your 4-year-old classroom. You hear another child tell Grace that she doesn’t want to play in the arts and crafts center with her because she is Chinese so she has COVID. You quickly intervene saying, “Grace’s family is from China, but that does not mean Grace has COVID. Any person can get COVID, but we all wear masks and wash our hands so we can be as safe as possible.” You help the children start on their art projects. For story time, you chose a book that celebrates diversity. (For more information on Reading Your Way to a Culturally Responsive Classroom, see https://www.naeyc.org/resources/pubs/yc/may2016/culturally-responsive-classroom

As much as possible, keep regular structure and routines while expecting that children may need extra attention and reassurance.

Communicate with children’s parents/caregivers. Listen to parents’ concerns and share any concerns you have. Work together to find ways to best support the child.

*Note: These are examples. Use your own words and describe your own plan.

COVID 19 Resources for Childcare Providers

COVID 19 Resources to Share with Families

COVID 19 Resources to Share with Children 

**Review the resources with parents prior to  sharing them with children.

• “If You’re CAREFUL and you know it…”, Dr. Mark Rains, https://vimeo.com/407853477?fbclid=IwAR10bqe OY5L--k4_5Aj60FpAUyBLB_2LiOW8zSDZXNp6Xxs4ciXLLRam9I