Ask an Expert: COVID Kids
by Michael Canfield | posted to Buffalo State News | June 1, 2020
Covid Kids is Created by Nanci Monaco, Child Psychologist, Associate Professor of Child Development, Department of Elementary Education, Literacy, and Educational Leadership at Buffalo State & Mark Schachter, Neuropsychologist, Child Psychologist | posted May 15, 2020
Covid Kids is Created by Nanci Monaco, Child Psychologist, Associate Professor of Child Development, Department of Elementary Education, Literacy, and Educational Leadership at Buffalo State & Mark Schachter, Neuropsychologist, Child Psychologist | posted May 15, 2020
As difficult as it can be for adults to deal with the changes brought on by the coronavirus pandemic, the disruption to children’s daily lives can be even more difficult. They may not understand what’s happening around them, or why they can’t do the things they used to do, such as going to school or visiting friends. Additionally, parents may struggle with how to speak with their young children about the pandemic in a developmentally or age-appropriate manner.
Nanci Monaco, associate professor in Buffalo State College’s Elementary Education, Literacy, and Educational Leadership Department and a child psychologist, aims to help children deal with the pandemic with her new book, Covid Kids: Joy’s Story of Coping in a Difficult Time. Monaco wrote the book with her husband, neuropsychologist Mark Schachter. She also has a website with resources for parents on how to help their children deal with the pandemic.
Monaco is the anti-bullying training coordinator for Buffalo State’s Dignity for All Students Act (DASA), a New York State child abuse and neglect training provider, and a 2012 Anne Frank fellow, conducting research on resiliency after trauma through the Buffalo State Resilience Project. Since 9/11, she has been actively involved in researching psychological trauma following disasters, assisting families displaced by tornadoes, hurricanes, and wildfires. The Covid Kids project is part of her sabbatical on trauma and resilience; interest in the book has been international, national, and statewide.
Nanci Monaco, associate professor in Buffalo State College’s Elementary Education, Literacy, and Educational Leadership Department and a child psychologist, aims to help children deal with the pandemic with her new book, Covid Kids: Joy’s Story of Coping in a Difficult Time. Monaco wrote the book with her husband, neuropsychologist Mark Schachter. She also has a website with resources for parents on how to help their children deal with the pandemic.
Monaco is the anti-bullying training coordinator for Buffalo State’s Dignity for All Students Act (DASA), a New York State child abuse and neglect training provider, and a 2012 Anne Frank fellow, conducting research on resiliency after trauma through the Buffalo State Resilience Project. Since 9/11, she has been actively involved in researching psychological trauma following disasters, assisting families displaced by tornadoes, hurricanes, and wildfires. The Covid Kids project is part of her sabbatical on trauma and resilience; interest in the book has been international, national, and statewide.
Why did you decide to write a book for children on COVID-19?
The main reason was to serve as a prompt to get young children to talk about some of the things they are not sure of, such as wearing masks, social distancing, staying away from grandparents, and repetitive hand washing. Young children may miss preschool and wonder if their teacher or friends will forget about them. All of these issues are explored in the Covid Kids book, based on our research with actual young children. We wanted to write a children’s story so that children can process their anxiety from a psychological distance. Research shows that young children can more easily talk about a fictional character’s story than about their own experiences. If we merely ask children to talk about how they are doing, they may reflexively say “fine.” If we have them read someone else’s story and then talk about the characters in the book, what they are worried about, and what they are doing to cope, it prompts them to reflect on the story line, then relate it to their own experiences. Many of the materials on the market are simply questions and answers for parents about the pandemic. Having a story that systematically explores common fears can be quite beneficial, helping children disclose their concerns.
What are children worried about during the pandemic?
Children under 3 typically have limited awareness of the pandemic. They more frequently respond to disruptions in their routines, family conflict, or tension. Observant parents may see signs of regression, such as toilet training accidents, separation anxiety, etc. Older children tend to articulate their worries, especially with prompting, about things such as their parents or grandparents getting sick. The book depicts a little girl who is worried about her mom getting exposed to the virus through her job as a nurse. Children may have financial worries if a parent loses a job or there is less money for food. We tried to show in the book that the fears can be specific, just as these fears, or they can be feelings of general unease caused by seeing people wearing masks, seeing deserted streets, or having to unlearn behaviors such as running up to a neighbor and hugging them.
What are some things parents can do to help their children through the pandemic?
It’s important to be a very good listener, because many of the things children are afraid of are not necessarily what one might predict as an adult. Young children are intuitive thinkers, often responding to events by gut instinct. For example, I met a little boy who was afraid that COVID was in his food. His parents tried to explain that it’s not transmitted that way. He wasn’t eating and was afraid his food was contaminated. Ultimately, they just let him microwave his food for 20 seconds. They told him that even if there were any “germs” on the food, they would be killed in 20 seconds. Now he just zaps his food and eats his food without concern. Young children are not yet logical thinkers; their conceptualization of a threat is often inaccurate. Rather than offering an explanation above a child’s developmental level, it is easier to allow the child to reassert control in a manner consistent with their understanding of the problem.
Setting up some time for reflection, such as at bath time or story time, when children are relaxed, and then asking them about their day prompts children to disclose information they may not reveal at more hectic times. The book also talks about helping children relax through using all their senses. Deep breathing and mindfulness exercises can be done with older children. Young children profit from petting a dog or taking great-smelling bubble baths, leading to decreased stress. Parents can help children by keeping them on a structured routine, ensuring they get enough sleep, keeping their diet healthy, and talking to them about the things they can control, both individually and as a family, during the pandemic. Lastly, parents can assist children in becoming problem solvers, as they lead them in service projects, such as sending digital cards to first responders or collecting food for local food pantries. Focusing on the helpers as much or more than the disease is of comfort and provides balance. Parents also need to limit emotionality in front of young children. Watching parents cry or respond to scary news stories makes children feel that everything is desperate.
Can anything positive come from this crisis?
There are definite benefits from slowing down hectic schedules and resetting priorities. Many families report that they have learned more about their child’s curriculum and teacher since home schooling. Many families have engaged in cooking together, singing together, home improvement projects, or family game nights. We included a page in the book about the main character, whose father was a chef. She didn’t really know what he did, other than that he cooked food. The father explained that restaurants do a lot more than provide good food. They create a nice dining experience with flowers and music. He used the pandemic to provide a teachable moment for his daughter Joy to learn more about all the various things he does in his job when away from her. The book also shows how the mother teaches the children to psychologically connect with the grandparents they are physically missing. The parents also look for projects that connect the siblings, despite their age differences, bringing them closer together.
The service members from World War II were often termed the “greatest generation” because their hardships taught them to be humble, reprioritize their lives, and learn how to be content with key essentials in life that provide the most meaning. Parents can help children use this opportunity to improvise, to make adjustments to the limitations imposed on them, and to find truly meaningful experiences. This teaches children about resiliency, bouncing back from hardship. Many parents are doing this, teaching their children to do service projects, to contribute to family and community well-being, and to see all the selfless contributions made by first responders. Our covidkidsbook.net site stresses how important it is for parents to use these moments to teach important life lessons that are often overlooked when our lives are busier. There are also excerpts from the book in the video posted on the website. And check out a Covid Kids Read Aloud with Christine Garas, Buffalo State alumna.
The main reason was to serve as a prompt to get young children to talk about some of the things they are not sure of, such as wearing masks, social distancing, staying away from grandparents, and repetitive hand washing. Young children may miss preschool and wonder if their teacher or friends will forget about them. All of these issues are explored in the Covid Kids book, based on our research with actual young children. We wanted to write a children’s story so that children can process their anxiety from a psychological distance. Research shows that young children can more easily talk about a fictional character’s story than about their own experiences. If we merely ask children to talk about how they are doing, they may reflexively say “fine.” If we have them read someone else’s story and then talk about the characters in the book, what they are worried about, and what they are doing to cope, it prompts them to reflect on the story line, then relate it to their own experiences. Many of the materials on the market are simply questions and answers for parents about the pandemic. Having a story that systematically explores common fears can be quite beneficial, helping children disclose their concerns.
What are children worried about during the pandemic?
Children under 3 typically have limited awareness of the pandemic. They more frequently respond to disruptions in their routines, family conflict, or tension. Observant parents may see signs of regression, such as toilet training accidents, separation anxiety, etc. Older children tend to articulate their worries, especially with prompting, about things such as their parents or grandparents getting sick. The book depicts a little girl who is worried about her mom getting exposed to the virus through her job as a nurse. Children may have financial worries if a parent loses a job or there is less money for food. We tried to show in the book that the fears can be specific, just as these fears, or they can be feelings of general unease caused by seeing people wearing masks, seeing deserted streets, or having to unlearn behaviors such as running up to a neighbor and hugging them.
What are some things parents can do to help their children through the pandemic?
It’s important to be a very good listener, because many of the things children are afraid of are not necessarily what one might predict as an adult. Young children are intuitive thinkers, often responding to events by gut instinct. For example, I met a little boy who was afraid that COVID was in his food. His parents tried to explain that it’s not transmitted that way. He wasn’t eating and was afraid his food was contaminated. Ultimately, they just let him microwave his food for 20 seconds. They told him that even if there were any “germs” on the food, they would be killed in 20 seconds. Now he just zaps his food and eats his food without concern. Young children are not yet logical thinkers; their conceptualization of a threat is often inaccurate. Rather than offering an explanation above a child’s developmental level, it is easier to allow the child to reassert control in a manner consistent with their understanding of the problem.
Setting up some time for reflection, such as at bath time or story time, when children are relaxed, and then asking them about their day prompts children to disclose information they may not reveal at more hectic times. The book also talks about helping children relax through using all their senses. Deep breathing and mindfulness exercises can be done with older children. Young children profit from petting a dog or taking great-smelling bubble baths, leading to decreased stress. Parents can help children by keeping them on a structured routine, ensuring they get enough sleep, keeping their diet healthy, and talking to them about the things they can control, both individually and as a family, during the pandemic. Lastly, parents can assist children in becoming problem solvers, as they lead them in service projects, such as sending digital cards to first responders or collecting food for local food pantries. Focusing on the helpers as much or more than the disease is of comfort and provides balance. Parents also need to limit emotionality in front of young children. Watching parents cry or respond to scary news stories makes children feel that everything is desperate.
Can anything positive come from this crisis?
There are definite benefits from slowing down hectic schedules and resetting priorities. Many families report that they have learned more about their child’s curriculum and teacher since home schooling. Many families have engaged in cooking together, singing together, home improvement projects, or family game nights. We included a page in the book about the main character, whose father was a chef. She didn’t really know what he did, other than that he cooked food. The father explained that restaurants do a lot more than provide good food. They create a nice dining experience with flowers and music. He used the pandemic to provide a teachable moment for his daughter Joy to learn more about all the various things he does in his job when away from her. The book also shows how the mother teaches the children to psychologically connect with the grandparents they are physically missing. The parents also look for projects that connect the siblings, despite their age differences, bringing them closer together.
The service members from World War II were often termed the “greatest generation” because their hardships taught them to be humble, reprioritize their lives, and learn how to be content with key essentials in life that provide the most meaning. Parents can help children use this opportunity to improvise, to make adjustments to the limitations imposed on them, and to find truly meaningful experiences. This teaches children about resiliency, bouncing back from hardship. Many parents are doing this, teaching their children to do service projects, to contribute to family and community well-being, and to see all the selfless contributions made by first responders. Our covidkidsbook.net site stresses how important it is for parents to use these moments to teach important life lessons that are often overlooked when our lives are busier. There are also excerpts from the book in the video posted on the website. And check out a Covid Kids Read Aloud with Christine Garas, Buffalo State alumna.
At Home Resources: Art
Created by Buffalo State Student Teachers: Ally Demski, Rachel Drenkhahn, Megan Himes, Marissa Mele, Doug Pashley, Anna Rubino, Lena Scapillato, Liz Vesneske, & Catherine Walsh, under the supervision of Dr. Mary Wolf, Assistant Professor of Art Education | posted June 2, 2020
Under the supervision of Dr. Mary Wolf, Assistant Professor of Art Education, nine student teachers unable to complete their second student teaching placement due to COVID-19, designed at-home/remote art learning experiences for PK-12 art teachers and students. These are not written with a specific community, school, or group of students in mind; therefore, art teachers or anyone using them with children/teens, will need to adapt them to make them contextually and developmentally appropriate for their students/children.
Visit the Art Lessons page to view lessons that contain links to artwork, videos and websites. We have done our due diligence to make them as easily adaptable and appropriate as possible. We hope you and students across NY, the country, and world find them useful, meaningful, and worthwhile. If you do, please share your experiences with Dr. Mary Wolf and she will share your feedback with the graduated student teachers. She is very proud of these new alumni: Ally Demski, Rachel Drenkhahn, Megan Himes, Marissa Mele, Doug Pashley, Anna Rubino, Lena Scapillato, Liz Vesneske, and Catherine Walsh.
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At Home Resources: The 5 Developmental Domains
Created by Buffalo State graduate students in early childhood special education, under the supervision of Dr. Kathy Doody, Associate Professor of Exceptional Education | posted June 2, 2020
Dr. Doody's graduate classes in early childhood special education focus on the importance and progression of skills within five developmental domains: physical (fine and gross motor), cognitive/academic, social-emotional, language/communication, and adaptive (activities of daily living, coping, self-soothing, etc.).
These domains are equally important, individually and when considered together. The domains also often intersect. For example, in early childhood, the development of small motor tasks such as brushing your teeth or fastening a snap would fall within the physical (fine motor) domain but also within the adaptive domain. The ability to interact and play appropriately with a friend is encompassed within the social-emotional, language, and adaptive domains.
These domains are equally important, individually and when considered together. The domains also often intersect. For example, in early childhood, the development of small motor tasks such as brushing your teeth or fastening a snap would fall within the physical (fine motor) domain but also within the adaptive domain. The ability to interact and play appropriately with a friend is encompassed within the social-emotional, language, and adaptive domains.
Several classes in Exceptional Education were designated as service learning courses in the spring semester of 2020. Traditionally, graduate students in Dr. Doody's classes engage with children with disabilities and their families in our community during recreational events to help foster development in each domain and encourage growth. During this time, all community events were obviously cancelled due to COVID-19.
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As a modified assignment, graduate students in Exceptional Education created engaging and fun activities for parents to enjoy with their children at home during our quarantine. Each activity is outlined with step-by-step directions and includes a list of required materials, with purchasing information and cost. Additionally, each activity includes suggestions for modification, so the fun can be individualized for each child depending upon age, ability, interest, and availability of resources.
Visit the Special Education Resources page to view the lessons. We hope you enjoy completing this activities as much as we enjoyed creating them for you!
Visit the Special Education Resources page to view the lessons. We hope you enjoy completing this activities as much as we enjoyed creating them for you!
The Dudes Read Aloud
Created by Eve Everette, assistant director of the Buffalo State Anne Frank Project and EmmaClaire Brightlyn, actor and voiceover artist living in Glasgow, Scotland | posted April 29, 2020
Once upon a time there was a “Dude” named Eve who took the EDU612: Developing Literacy Through Literature course with Dr. Wendy Paterson, Dean of the School of Education.
EDU612 shows teacher candidates how to follow where a book leads, using the Multiple Intelligences (MI) theory as a map. Throughout the semester students create MI activities to bring children’s literature to life and find ways to help kids love reading! The final project is a compilation of books and supporting MI activities. Eve loved the course and thought, “Hmm… what if I took one part theatre, one part education, one part Dudesphere and made read aloud videos complete with MI activities for my final project!”
EDU612 shows teacher candidates how to follow where a book leads, using the Multiple Intelligences (MI) theory as a map. Throughout the semester students create MI activities to bring children’s literature to life and find ways to help kids love reading! The final project is a compilation of books and supporting MI activities. Eve loved the course and thought, “Hmm… what if I took one part theatre, one part education, one part Dudesphere and made read aloud videos complete with MI activities for my final project!”
What is this Dudesphere you ask? WELL...
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Eve met her best friend, EmmaClaire, through their masters program in Glasgow, Scotland. Kindred spirits, Eve and EmmaClaire began calling each other Dude as a term of endearment - friends even knew them as The Dudes. Preparing her final EDU612 project, Eve knew her Dude would be the perfect collaborator (especially during quarantine). But wait! Even beyond the course, perhaps people would like read alouds done by professional actors who knew a thing or two about education! So, The Dudes put their thinking caps on, prayed to the Wifi gods, and began recording The Dudes Read Aloud.
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The Dudes flow of collaboration looks like this:
The Dudes also invite Honorable Guest Dudes to participate. Molly Rutter, Buffalo State Teacher Candidate and School of Education Graduate Assistant Extraordinaire, was the first guest reading a Winnie the Pooh classic, A Portrait of Friendship by Piglet. More stories are in queue!
- Eve chooses a book and sends images of it to EmmaClaire so she can record a voice over.
- Eve writes the first draft of the Multiple Intelligence Activities for the book and uploads it to the Dudes’ GDrive so she can collaborate with EmmaClaire.
- Eve & EmmaClaire meet on ZOOM to play through the MI activities, including bits where the Dudes talk directly to the kids watching (Mr. Rogers-style, with Dude-flair).
- Eve edits the read aloud and uploads it to YouTube.
- Kids ages 2 to 102 enjoy their fun, educational videos!
The Dudes also invite Honorable Guest Dudes to participate. Molly Rutter, Buffalo State Teacher Candidate and School of Education Graduate Assistant Extraordinaire, was the first guest reading a Winnie the Pooh classic, A Portrait of Friendship by Piglet. More stories are in queue!
Ms. Southard's Virtual Classroom
Created by Tara Southard, master's in childhood education including initial teaching certification (MIITC) | posted April 28, 2020
Well, my story includes many paths!
I'm originally from North Buffalo - Holy Angels Academy class of 2008 (RIP!). I studied Theatre at Columbia College in Chicago, obtained my B.A, and lived there for 7 years. I decided I wanted to jump out of my comfort zone and have an experience, so I took a course, became certified to teach ESL, and moved to the beautiful island of Taiwan. I taught English to Taiwanese children there for 2 years and loved it. I then moved in with my parents in Buffalo, got a waitressing job in my neighborhood and, while getting back on my feet, saved some money took off to do a little soul searching in the Amazon in Peru. I made some amazing friends and traveled with them to India to become a certified yoga teacher. There, I decided to go back to school for my graduate degree and pursue my teaching career so I returned home to attend Buffalo State while continuing to waitress and teach kids yoga! Whew!
I'm originally from North Buffalo - Holy Angels Academy class of 2008 (RIP!). I studied Theatre at Columbia College in Chicago, obtained my B.A, and lived there for 7 years. I decided I wanted to jump out of my comfort zone and have an experience, so I took a course, became certified to teach ESL, and moved to the beautiful island of Taiwan. I taught English to Taiwanese children there for 2 years and loved it. I then moved in with my parents in Buffalo, got a waitressing job in my neighborhood and, while getting back on my feet, saved some money took off to do a little soul searching in the Amazon in Peru. I made some amazing friends and traveled with them to India to become a certified yoga teacher. There, I decided to go back to school for my graduate degree and pursue my teaching career so I returned home to attend Buffalo State while continuing to waitress and teach kids yoga! Whew!
I created my YouTube channel when my student teaching practicum was cut short due to the pandemic. I wanted to continue to be there for my third grade students as best I could. Not everyone has constant access to a device, let alone is able to meet virtually at the same time for regular scheduled classes, so I figured recording videos could be a way for them to participate in the activities on their own time.
Right now, Ms. Southard's Virtual Classroom includes lots of Patricia Polacco read aloud stories as part of an author study, as well as literacy lessons. The students complete a corresponding assignment on Google Classroom. We are also getting into a chapter book, Because of Winn Dixie, where students can listen to me read the story in the videos, and then we meet once a week to discuss the chapters in small groups.
I also have some science experiments and an Earth Day video on there just for fun, since we didn't get to spend a whole lot of time on science in the classroom. More importantly, I have posted some mindful videos to help students cope with the anxiety and emotional distress of the pandemic, including two original songs - "Shelter Song" and "When I See You Again" - books by Susan Verde, and an original yoga class! I plan to keep adding mindful videos that I feel are especially helpful for children's mental and emotional health. The videos on my page are well suited for children ages 6-10.
I really just hope the students feel safe and know that their teachers really care about them.
Right now, Ms. Southard's Virtual Classroom includes lots of Patricia Polacco read aloud stories as part of an author study, as well as literacy lessons. The students complete a corresponding assignment on Google Classroom. We are also getting into a chapter book, Because of Winn Dixie, where students can listen to me read the story in the videos, and then we meet once a week to discuss the chapters in small groups.
I also have some science experiments and an Earth Day video on there just for fun, since we didn't get to spend a whole lot of time on science in the classroom. More importantly, I have posted some mindful videos to help students cope with the anxiety and emotional distress of the pandemic, including two original songs - "Shelter Song" and "When I See You Again" - books by Susan Verde, and an original yoga class! I plan to keep adding mindful videos that I feel are especially helpful for children's mental and emotional health. The videos on my page are well suited for children ages 6-10.
I really just hope the students feel safe and know that their teachers really care about them.
Shooting the videos can be really hard sometimes! I never get it right on the first try. I usually have to do multiple takes and edit out the mistakes - all on my phone with a free app. My mom and step-dad have both helped me film the science videos and I bought a tri-pod, which has helped a lot. If I don't write a script beforehand, I tend to trip over my words.
It's weird talking to yourself with no way to read the room! It's not like teaching in real life, where you can have more of a discussion with the students and make informal assessments as you go along. This is helping me to become a really reflective teacher because I have to go back and watch myself. At the end of the day, I feel pretty productive. |
The changes in our world and communities have been hard on everyone, but I think it's really amazing to see how inventive everyone is getting! We can reach unforeseen heights in what we're able to do when we are pushed. I hope kids will come out of this having learned just how strong they are, and how adaptable, resilient, and creative humans can be.
As someone who is about to be a newly certified teacher, I still feel a little unsure about what the future might hold. I plan to move to England as soon as traveling is safe to be with my boyfriend. I really hope I can just come out the other side with all my credentials, proper paperwork, and a teaching job to start in the fall. All I can do is remain positive, and do my best!
I'm so proud of my students for taking on this new way of learning, although I know it may all be quite strange and overwhelming for them at times. I've gotten really positive feedback from them about my video lessons so far. While there might not be the same amount of learning going on as there would be if we were in school, I think it's more important that they still feel connected to their teachers and their classmates throughout this ordeal.
As someone who is about to be a newly certified teacher, I still feel a little unsure about what the future might hold. I plan to move to England as soon as traveling is safe to be with my boyfriend. I really hope I can just come out the other side with all my credentials, proper paperwork, and a teaching job to start in the fall. All I can do is remain positive, and do my best!
I'm so proud of my students for taking on this new way of learning, although I know it may all be quite strange and overwhelming for them at times. I've gotten really positive feedback from them about my video lessons so far. While there might not be the same amount of learning going on as there would be if we were in school, I think it's more important that they still feel connected to their teachers and their classmates throughout this ordeal.