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Course Overview

COVID-19 means children around the world must adjust to school closure, social distancing, school reopening (but looking different), and the probability of more school closures in future.

These changes will impact children’s academic outcomes as well as challenge their mental health and socio-emotional wellbeing, which forms the basis of their ability to learn.

On this course, you’ll explore the practical and emotional challenges facing children and discover learning through play and stress management strategies that can help.

You’ll also consider the potential long term effects of crises on a child’s social, emotional, and cognitive development.

  • Foundations of Learning through Play  
  • Importance of MHPSS / SEL in Crisis 
  • Adult Wellbeing  
  • Age sensitive SEL knowledge and activities

• Coping with Changes and Transitions 

This course is primarily designed for primary caregivers and teachers of young people.

The course will also be of interest to culture and social workers, artists, and humanitarian workers.

By the end of the course, you‘ll be able to…
  • Apply social emotional learning through Play in practice
  • Identify how we learn through play
  • Demonstrate strategies to support a child’s learning through play in relation to social-emotional learning
  • Explain Mental Health Psychosocial Support and Social Emotional Learning
  • Demonstrate mitigation strategies
  • Identify the challenges children may face in transitions back and forth from remote learning/homes to in-person/schools during crisis
  • Develop routines to create a sense of normalcy through rapid transitions and changes
  • Apply strategies to collaborate with other adults to create consistency across a child’s social-ecological system
  • Explain why adult wellbeing is important for children
  • Demonstrate stress management strategies, including mindfulness, individual and social strategies
  • Explore the different phases of brain development and the potential effects of crisis on their social, emotional, and cognitive development
  • Apply psychosocial support for children in early childhood
  • Design their own age-sensitive activities to support children in crisis