8 minute read
Nurturing Emotional Intelligence
family connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills. The programme is based around parent-child play sessions, using games and songs to provide fun opportunities for toddlers’ skill development. The Free parent and toddler play sessions are designed to be inclusive and sessions for families with a accessible, and to encourage parents to support and share ideas with each other. connection to autism or ADHD Thursday 28 April – Thursday 21 July: 9.30 – 10.30am in Littlemore, Oxford To be eligible for this study you must: travel costs covered We’re looking for families to pilot a new programme designed have a chil ld born between February 2020 and July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). share ideas and experiences with other parents to support toddlers with a family connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills. The programme is based around parent-child play sessions, using games and songs to provide fun opportunities for toddlers’ skill development. be willing and able to attend weekly 1-hour The sessions are designed to be inclusive and accessible, and to parent-child sessions in Littlemore, Oxford. free resources for encourage parents to support and share ideas with each other. be able to understand spoken English (so you can take part in the sessions). your child to take home To be eligible for this study you must: • have a child born between February 2020 and July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). • be willing and able to attend weekly 1-hour parent-child • To find out more, visit www.startproje sessions in Littlemore, Oxford. be able to understand spoken English (so you can take part in the sessions). and sig ct.info n o up r ca to take part ll 073108 76421
family connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills. The programme is based around parent-child play sessions, using games and songs to provide fun opportunities for toddlers’ skill development. The sessions are designed to be inclusive and accessible, and to encourage parents to support and share ideas with each other. travel costs covered To be eligible for this study you must: share ideas and experiences with other parents have a chil ld born between February 2020 and July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). be willing and able to attend weekly 1-hour free resources for parent-child sessions in Littlemore, Oxford. your child to take home ✔ travel costs covered ✔ share ideas and experiences with other parents ✔ free resources for your child to take home be able to understand spoken English (so you can take part in the sessions). To find out more, and sign up to take part visit www.startproject.info or call 07310 876 421 To find out more, and sign up to take part visit www.startproject.info or call 073108 76421 Principle Investigator: Dr Alexandra Hendry Email: start@psy.ox.ac.uk sessions, using games and songs to provide fun opportunities for toddlers’ skill development. The sessions are designed to be inclusive and accessible, and to encourage parents to support and share ideas with each other. travel costs covered To be eligible for this study you must: share ideas and experiences with other parents have a child born between Feb July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). be willing and able to attend weekly 1-hour free resources for parent-child sessions in Littlemore, Oxford. your child to take be able to understand spoken English (so you can home take part in the sessions). To find out more, and sign up to take par visit www.startproject.info or call 073108 7 Principle Investigator: Dr Alexandra Hendry Email: start@psy.ox.ac.uk
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Principle Investigator: Dr Alexandra Hendry Principle Investigator: Dr Alexandra Hendry Email: start@psy.ox.ac.uk Email: start@psy.ox.ac.uk Ethics approval reference: R67115/RE001
Free parent and toddler play sessions for to fa ddl mi er lies pla w y ith a sessi con ons necfor tion to autism or ADHD nnecT thuiorsdayn to28 Apautril l–Thism ursdaor Ay 21DHJulD y: 9.30–10.30am in Littlemore, Oxford 21 July: 9.30–10.30am in Littlemore, We’re looking for families to pilot a new Oxford programme designed to support toddlers with a family connection to autism or ADHD to develop We’re looking for families to pilot a new strong Attention, Regulation and Thinking skills. programme designed to support toddlers with a family connection to autism or ADHD to develop
The programme is based around parent-child play strong Attention, Regulation and Thinking skills. sessions, using games and songs to provide fun opportunities for toddlers’ skill development. The The programme is based around parent-child play sessions, using games and songs to provide fun sessions are designed to be inclusive and opportunities for toddlers’ skill development. The accessible, and to encourage parents to support sessions are designed to be inclusive and and share ideas with each other. accessible, and to encourage parents to support and share ideas with each other. travel costs covered To be eligible for this study you must: To be eligible for this study you must: have a child born between February 2020 and July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). share ideas and experiences with other parents have a chil ld born between February 2020 and July 2020 whose mum, dad, brother or sister is autistic or has ADHD (diagnosed / suspected). be willing and able to attend weekly 1-hour be willing and able to attend weekly 1-hour parent-child sessions in Littlemore, Oxford. free resources for parent-child sessions in Littlemore, Oxford. be able to understand spoken English (so you can take part in the sessions). your child to take home be able to understand spoken English (so you can take part in the sessions). more, and sign up to take T po finart d out more, and sign up to take part tproject.info or call 0 visit73108 www. 76421 startproject.info or call 073108 76421
Ethics approval reference: R67115/RE001 Nurturing emotional intelligence through play by Dr Anne Lane
When my daughter was in her first year at nursery her favourite game was pretending
to say goodbye to me. ‘Bye Mama, I’ve got to go. I’ll see you later.’ ‘Oh no! You’re not going...’ I’d say after her, ‘I don’t want you to go!’ The more I sighed ‘Don’t go,’ the more she’d giggle and run off. Thus reassured, we were ready for our day. These little moments of play helped my daughter process her separation from me at nursery from a space of safety and connection.
For a child, life can be full of emotional demands; from the strains of separation from you, to new friendships, periods of uncertainty and family changes. As a parent and psychologist, one of the most effective and fun ways I have found to help children navigate experiences and the difficult emotions that come with these is through this process of play. Simple, giggly, repetitive play helps children develop a resilience and familiarity with situations which can dispel tension and anxiety.
SO HOW DOES PLAY WORK?
Play is serious work for your child. The process of role-playing real scenarios allows them to reflect on their reactions and beliefs about a situation. They can steady their emotions and become more nuanced and agile in their reactions.
The most important aspect of play is that it feels safe. In the real world, things are unpredictable. People can be abrupt and cross and make your child feel vulnerable and uncertain. But in the world of play, they get to switch things around and feel empowered. They can explore and try different things. The play scenario can be ridiculous, funny and amusing and tense and tight emotions soften and ease. Against this background of safety and security, your child can become more comfortable making suggestions and changing things, allowing their understanding of situations to develop. They’re the boss, they call the shots and decide how a situation goes. From this place of safety, they revisit difficult experiences without feeling vulnerable or uncertain. In role playing and playing out different scenarios with them, your child comes to know you as someone who can understand and relate to their experience. They feel steady and secure.
TOP TIPS FOR PLAYING
When you play with your child, focus less on conversation and more on acting things out and exploring. This focus away from language allows your child to relax and connect. Follow the laughter. When your child is laughing they are releasing fear and tension, enveloped in happiness with you. Silliness, smiles and laughter are great indicators that play is working. Let your child take the lead. If you can, get down to their level. Prioritise your child feeling in control. If your child seems uncertain or pulls back then slow
Ethics approval reference: R67115/RE001 down, change things around. Let them be the boss. Be careful with tickling. Although a lot of children love tickling, the feeling of being tickled can be overwhelming and intense. Instead prioritise play which creates real engagement and collaboration, as well as laughter. Play doesn’t have to be big, take long or be over-planned. Make it spontaneous and funny. Some of my children’s favourite games can involve me simply looking surprised or pretending to sleep on the sofa!
