Childhood Trauma and Covid-19: Part Three

In part one we explored childhood trauma and the impact of the Covid-19 Pandemic, which will cause some children to experience trauma and Post Traumatic Stress Disorder (PTSD). Although, we do not know the full extent on our children we do know that it is having a profound impact on children’s, mental, physical and social well-being. In part 2 we explored the long-lasting effects of trauma and how it affects development.  

Now as early years practitioners and parents we are not therapists, psychologists or psychiatrists. However, we do inform an important support network around the child; which is based in love, care and a nurturing relationship and this cannot be underestimated. We have an invaluable role and are indispensable resources in supporting children in overcoming trauma, PTSD, bereavement, abuse and any other adverse childhood experiences (ACES) they may have. Below in this blog we explore just a few ways that we are able to achieve this.

I am a strong advocate for play in the early years, play is important, it is crucial to child development well-being and learning. It is a widely held theoretical perspective that children learn about the world around them through play and exploration, they make sense of their world around them and they unfold the complexities of the world. I recently read the story of Sandy in the book ‘The boy who was raised as a dog’ by Dr Perry; and this touched me profoundly.

Sandy had witnessed a horrific murder of her mother as well as being attacked herself, she stayed in the house with her dead mothers body for several hours. She tried to wake her up, give her milk which was once comforting and more so drink milk herself which due to her injuries was a horrific ordeal. What struck me though was when she begun therapy with Dr Perry, for weeks and months she acted out this horrific event it was not a one of, she simply did it again and again. This was her way of processing the trauma she had experienced she would get Dr Perry to act out with her pretending to be her mother who was hog tied. This was a brutal enactment that went on for months, but gradually Sandy took more and more control in the situation; until one day she simply said, “we don’t need to do that now let’s have a story!”

I guess this stuck with me because being given this time to role play that situation was important to Sandy, repetitive, child-led and emotionally draining I am sure for both parties. Children who have experienced trauma are going to need uninterrupted time to play, autonomy, careful observation and attempts to understand there play and the opportunity to repeat and repeat as they attempt to understand.

So other than giving children the opportunity to be child-led in play, uninterrupted and have autonomy; how else can we support them with using the power of play? I would suggest small little things that you can do such as introducing mask into the role-play area, having an empty soap pot in your role-play. Setting up tuff trays that look at handwashing in a fun and messy way!

Additionally, consider what Elizabeth Jarman talks about in communication friendly spaces. Children are going to want a small hidden and private space, where they can talk and have the opportunity to explore their trauma. I would highly recommend adding a doll house, or some puppets and just really standing back and listening to what the children are saying, but not interrupting – I am sure it will tell you a lot about their Covid-19 experience.

Another, simple but important thing is to simply reconnect children with nature. We know from research that simply coming into contact with untreated wood, tree trunks and tree stumps; has a positive impact relaxing both body and mind. So, bring wood products into the provision and get outdoors as much as possible. As we discussed in part 2 trauma increases, cortisol in the blood, blood pressure, heart rate and anxiety; whereas extensive research such as that of Miyasaki and forest bathing in Japan has shown that spending just 1 hour outside in nature a day will help to reduce all of these.

Also, there is the practise of mindfulness. Goldsmith Turow (2017) discusses how research was done with Vietnam veterans who were experiencing PTSD and found that by participating in a regular pattern of meditation was beneficial. It helped to develop self-compassion, reduce anxiety and depression, centre people in the now rather then the past, reducing stress and a reduction in feeling overwhelmed and frustrated. There are many ways you can bring mindfulness into the classroom, indoor provision or outdoors; such as guided meditations, taking a moment to consider what all you senses can tell you and how you feel, yoga, acknowledging and giving all feelings spaces and so much more.