A TEACHER'S ACTIVITY GUIDE

AND RESOURCE PACKAGE

AUTHORS

DR. SHEILA MARIE GUEVARRA-HOCSON

Program Director, Heads Up PH, Unilab Foundation, Inc.

MICHELLE AMARILLA-CLIMACO
Technical Officer, Heads UP PH, Unilab Foundation, Inc.

TECHNICAL SUPERVISION AND EDITING

RONILDA R.CO
Director IV, Disaster Risk Reduction and Management Service

PROJECT SUPERVISION

PAOLO R. AQUINO
Project Development Officer III, Disaster Risk Reduction and Management Service

JOAN GRACE R. LLAMADO

Senior Technical Assistant II, Disaster Risk Reduction and Management Service

Disaster Risk Reduction and Management Service

2nd Floor, Rm 201, Mabini Building, Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines

The Remote Psychosocial Support Through Play for Elementary Learners: A Teacher’s Activity Guide and
Resource Package is intended for the use of Elementary Teachers, School Heads and Non-Teaching
Personnel of DepEd Region and Schools Division offices who have been assigned to provide of
psychosocial support to learners.

Design and lay-out by Elizabeth Fabrea-Duyao, Unilab Foundation Inc.

©DepEd 2020
ACKNOWLEDGEMENT
The Remote Psychosocial Support Through Play for Elementary Learners: A Teacher’s Activity Guide and
Resource Package forms part of the Department of Education’s Mental Health and Psychosocial Support
(MHPSS) that aims to enable learning continuity amidst the COVID-19 pandemic. This was developed
under the direction and supervision of the Disaster Risk Reduction and Management Service (DRRMS),
represented by DRRMS Director Ronilda R. Co, Mr. Paolo R. Aquino, and Ms. Joan Grace R. Llamado.

We gratefully acknowledge the support of the Department of Education (DepEd) Executive Committee,
under the leadership of Secretary Leonor Magtolis Briones, in underscoring the importance of providing
Mental Health and Psychosocial Support (MHPSS) for the safety and protection of learners in this time of
COVID-19 pandemic.

We extend our appreciation to our partner in developing the guide and learning resources, Unilab
Foundation, Inc. through their program, Heads Up PH, represented by their Executive Director, Ms. Lilibeth
Aristorenas, Dr. Sheila Marie Guevarra-Hocson and Ms. Michelle Amarilla-Climaco, and their
implementing partners, the Center for Integrated STEM Education, Inc. (CISTEM)  and the Philippine
Guidance and Counseling Association, Inc.
 TABLE OF CONTENTS
INTRODUCTION 9

PART A: UNDERSTANDING  MENTAL HEALTH AND  PSYCHOSOCIAL

SUPPORT

1. 0 Key Concepts and Principles of Psychosocial Support 11

2. 0 Understanding Children in Stressful Situation 12
3. 0 Role of Teachers in Providing Psychosocial Support 14
4. 0 Why Play? 14

PART B: PLANNING THE PSYCHOSOCIAL SUPPORT ACTIVITIES

1. 0 Remote Delivery Guide for Teachers and Facilitators 16

2. 0 Unpacking the Resource Package 21

PART C: THE PLAY MODULES AND FACILITATION GUIDE

1. 0 The Play Modules 22

2. 0 Guides for Facilitating the Three (3) Play Modules 23
Module 1 - I AM: A Superhero with Feelings 23
Module 2 - I HAVE: My Strength is a Superhero Story 28
Module 3 - I CAN: Empowering Learners in Reducing the Effects of COVID-19 33

REFERENCES 37

APPENDICES
Pre-Evaluation 39
Paunang Pagsusuri (Pre-Evaluation - Filipino) 40
Post Evaluation 41
Pagtatapos na Pagsusuri (Post-Evaluation - Filipino) 42
 TABLE OF CONTENTS
APPENDICES
Activity Information Sheet 43
Psychosocial Support Through Play Consent Form 44
Kaukulang Impormasyon Ukol Sa Gawain (Activity Information Sheet - Filipino) 45
Psychosocial Support Through Play Consent Form (Filipino) 47
Suggested Play Materials 48

RESOURCE PACKAGE
The Learner’s Playbook
COVID-19 Comics
MESSAGE FROM THE SECRETARY
The Philippine Basic Education has been heavily affected by the Coronavirus Disease 2019 (COVID-19)
pandemic as schools and learning centers are closed for the physical conduct of classes. To provide
continuous learning opportunities to our learners, the Basic Education Learning Continuity Plan (BE-LCP)
was adopted (DO 12 s.2020) to guide learning delivery while ensuring the health, safety, and well-being of
all learners, teachers, and personnel of the Department of Education (DepEd).

DepEd is committed to providing all the necessary needs of the learners, parents, and teachers to achieve
Patuloy na Edukasyon as we face the new normal in the education sector. With this, the BE-LCP prescribes
various remote learning modalities depending on the context of our learners, including online and offline
delivery, and the use of television and radio. With face-to-face classes still prohibited, we want to ensure
that education will continue to give hope and stability, and to facilitate the continuing development of our
learners.

In fulfilling Angkop na Proteksyon, we are continuously collaborating with the Inter-Agency Task Force,
health authorities, parents, teachers, and learners in creating their localized plans to ensure the overall
wellness and safety of the academic community. Our critical response in the protection of our
stakeholders is the provision of Mental Health and Psychosocial Support (MHPSS). This initiative aims to
help learners cope with the situation and develop mental resilience. The provision of MHPSS is also a part
of the Required Health Standards in Basic Education Offices and Schools (DO 14, s. 2020).

In times like this, it is also vital for the Department to provide Mabisang Aksyon. This is to ensure that
every challenge is properly addressed, and necessary actions are taken. I am pleased that DepEd's
Disaster Risk Reduction and Management Service (DRRMS) has collaborated with the Unilab Foundation,
Inc. (ULF) in developing the Remote Psychosocial Support Through Play for Elementary Learners: A
Teacher's Activity Guide and Resource Package.

Psychosocial Support (PSS) through play is important because it will help our learners recognize and
understand their feelings, learn to manage stressful situations, and develop positive coping strategies
through different play activities. Play can also help alleviate distress and is crucial for acquiring social,
emotional, and intellectual skills.

I am confident that this Teacher's Activity Guide will help teachers to effectively facilitate PSS online
during the first week of classes because learners will be provided with the related learning materials such
as the COVID-19 Comics and the Learner's Playbook which will be used for the activities, with the
supervision of their parents or guardians.

The situation that we are in right now is indeed challenging. But together, we can continue to create safe
learning spaces for our learners. It is said, "it takes a village to raise a child." And together we need the
help of all our stakeholders, so we can raise mentally healthy and future-ready learners.

Sama-sama tayo sa paghahanda sa ating mga mag-aaral,. Handang Isip, Handang Bukas!

LEONOR MAGTOLIS BRIONES

Secretary
Department of Education
MESSAGE
The Department of Education (DepEd) is confronted with education delivery challenges in the context of
the new normal. DepEd continues to move forward and prepare for the opening of classes while
minimizing the risk for learners and personnel.

DepEd developed and disseminated the Most Essential Learning Competencies (MELCS) to focus on the
necessary learning competencies for learners. DepEd continues to train teaching and non-teaching
personnel in Information and Communications Technology (ICT)-enabled teaching such as the Open
Broadcast Software (OBS) and Learning Management System (LMS). DepEd also promotes Mental Health
and Psychosocial Support (MHPSS) through various activities for both learners and its personnel.

The COVID-19 pandemic is causing massive stress and according to experts, mental health is becoming
the next pandemic. The interruption of schooling, limited interaction with their friends and limited access
to essential support add to learners’ stress which negatively impacts their mental health.

To promote holistic health, DepEd is implementing activities that will contribute to good mental health
and well-being of our learners. For this reason, together with our partner, Unilab Foundation, Inc. (ULF), the
Remote Psychosocial Support Through Play for Elementary Learners: A Teacher’s Activity Guide and
Resource Package was developed. The Remote Psychosocial Support through Play Modules will be
delivered during the first week of the opening of classes to help learners cope with the stress brought by
the pandemic, and prepare them for different modes of learning during the school year.

During this time of uncertainty, it is imperative that we work together towards building the resilience of
our learners.

ALAIN DEL B. PASCUA

Undersecretary
Department of Education
 FOREWORD
The effect of COVID-19 pandemic on mental health is unprecedented. Learners and adults alike are
suffering from anxiety, fear, worry, and stress. In response, the Department of Education (DepEd) is
providing Mental Health and Psychosocial Support Services (MHPSS) to help learners and personnel
cope with the situation and become resilient.

The Disaster Risk Reduction and Management Service (DRRMS) has been collaborating with Unilab
Foundation, Inc. (ULF) in the provision of psychosocial support interventions for elementary learners
since 2017. During this pandemic, ULF and DRRMS co-developed the Remote Psychosocial Support
Through Play for Elementary Learners: A Teacher’s Activity Guide and Resource Package, to support the
delivery of play activities during the first week of the opening of classes which has been designated for
psychosocial support activities.

The Teacher’s Activity Guide contains modules to support play activities via online delivery. The
accompanying Learner’s Playbook consists of materials to be provided to learners. Three (3) COVID-19
Comics developed by the Center for Integrated STEM Education, Inc. (CISTEM) are also provided, which
can also be used as coloring books.

The modules are provided for three (3) sessions with the overall aim of helping learners identify and
describe their feelings, develop their ability to manage stress, and develop positive coping strategies
using play activities like storytelling, arts, and dance.

According to the American Psychological Association, play promotes healthy development for learners to
grow physically, emotionally and socially. By delivering remote play activities, we hope to help learners
develop resilience amidst this pandemic and prepare them for other disasters or emergencies.

Let us work hand in hand in promoting psychosocial support through play activities for our learners.
Together, let us mold healthy and resilient learners.

Basta’t sama-sama, kayang-kaya; kayang-kaya, basta’t sama-sama.

RONILDA R. CO
Director IV
Department of Education - DRRMS
 FOREWORD
We cannot stop disasters and pandemics, but we can help enable our learners, schools and
communities to be resilient. As we continue to adapt to the new normal within the context of the COVID-
19 pandemic, the need to promote mental health and well-being in order to build resilience has become
more urgent. According to UNICEF (2020), learners are experiencing major disruptions (such as financial
insecurity, threats to their safety and well-being, and loss of access to healthcare) which are negatively
affecting their mental health and well-being.

For this reason, Unilab Foundation, Inc. (ULF) is honored to be a partner of the Department of Education
(DepEd) in supporting the mental health and well-being of young Filipinos especially during this
pandemic. Through this partnership, ULF’s Heads Up PH program is pleased to be able to share its
innovations in mental health focused on PLAY-based psychosocial support through the co-development
with DRRMS of the  Remote Psychosocial Support Through Play For Elementary Learners: A Teacher’s
Activity Guide And Resource Package. We hope that this contributes to equipping teachers and facilitators
with the tools to deliver psychosocial support to elementary learners, as they ease into the first few
weeks of school through online and modular learning.

The play modules are primarily focused towards strengthening inherent coping capacities of learners.
They feature practical, strength-based, learner-friendly, creative, and fun activities, geared towards
developing resilience and promoting healthy coping strategies through the learner’s most natural world
and language --play.

Ang laro ay 'di biro.

Para sa katatagan ng ating kabataan,

LILIBETH C. ARISTORENAS
Executive Director
Unilab Foundation Inc.
Remote Psychosocial Support Through Play for Elementary Learners

INTRODUCTION
The COVID-19 pandemic has a profound impact on the psychological and social well-being of individuals,
which has been further exacerbated by movement limitations and physical distancing (International
Organization for Migration Iraq, 2020). The provision of mental health and psychosocial support services
is one of the key priorities of the Department of Education. This Teacher’s Activity Guide has been
developed as a tool to support remote psychosocial support through play during this time when in-person
interaction is not possible.

FOR WHOM IS THE ACTIVITY GUIDE?

The Remote Psychosocial Support Through Play for Elementary Learners: A Teacher’s Activity
Guide and Resource Package is intended for the use of Elementary Teachers, School Heads and
Non-Teaching Personnel of DepEd Region and Schools Division offices who have been assigned
to provide psychosocial support to learners.

WHAT ARE THE MAIN OBJECTIVES OF THE

TEACHER’S ACTIVITY GUIDE?

This Activity Guide aims to:

Enhance teachers’ or facilitators’ knowledg and understanding of how learners react and cope
with disasters and stressful situations;    
Enable teachers or facilitators to deliver remote psychosocial support through the use of
facilitated Play Modules; and
Provide materials that can help learners improve their ability to cope and become resilient.

On March 11, 2020, the World Health Organization
(WHO) declared COVID-19 as a pandemic. The
pandemic affected learners, families, schools and
communities around the world. Educational
systems closed schools in an attempt to contain
the spread of the virus, impacting over 80% of the
world’s learner population (UNESCO, 2020).
Emotional difficulties among learners and
adolescents were exacerbated by family stress,
social isolation, disrupted education and uncertainty
about their future. (UN, 2020).
In the Philippines, according to UNESCO (2020),
there are over 27 million learners from both public
and private schools, and over 880,000 educators
from public schools affected by this crisis.
DepEd, with support from its partners, developed
and adopted the Basic Education Learning
Continuity Plan (BE-LCP) which guides the
operations of schools.
There is widespread acknowledgement among
policymakers and public health advocates that
psychosocial support and well-being programs
in schools must be initiated during this
pandemic. This is based on the belief that the
learners’ mental health and well-being is just as
important as their physical health. For this
reason, the provision of Mental Health and
Psychosocial Support Services (MHPSS) has
been included as a priority within the BE-LCP.

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Remote Psychosocial Support Through Play for Elementary Learners

Secretary Briones directed the Department to provide psychosocial support (aligned to the Mental Health
Law 2018) to learners during the first week of classes. To support this directive, the DepEd’s Disaster
Risk Reduction and Management Service (DRRMS) collaborated with Unilab Foundation, Inc. (ULF) to
develop the Remote Psychosocial Support Through Play For Elementary Learners: A Teacher’s Activity
Guide and Resource Package.

THE ACTIVITY GUIDE IS DIVIDED IN THREE PARTS.

Part A Part B Part C

Discusses the key Provides guidance on Includes three Play

concepts and principles of
psychosocial support,
provides guidance on
understanding the
learners and discusses
why ‘play’ is prescribed.
how to prepare for Modules and facilitation
remote delivery of guides.
psychosocial support
through play.

RESOURCE PACKAGE INCLUSIONS:

Learner’s Playbook
COVID-19 Comics

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Remote Psychosocial Support Through Play for Elementary Learners

PART A: UNDERSTANDING MENTAL

HEALTH AND PSYCHOSOCIAL SUPPORT

1.0 Key Concepts and Principles of Psychosocial Support

The Inter-Agency Standing Committee (IASC) describes mental health and psychosocial support as “any
type of local or outside support that aims to protect or promote psychosocial well-being and/or prevent
or treat mental disorders.” IASC developed a four-tier pyramid model which shows the integrated and
layered approach that defines an effective Mental Health and Psychosocial Support (MHPSS).

The layers of MHPSS Pyramid anchored on the five principles of psychosocial support intervention are:

Basic Services and Security. The first layer focuses on how well-being can be protected through the
re-establishment of security, governance, and services that address basic physical needs (water, food,
basic health care, and medicines).

Community and Family Supports. The second layer represents the assistance given to a smaller number
of people who are able to maintain their mental health and psychosocial well-being if they receive help in
accessing key community and family supports. This includes family tracing and reunification, assisted
mourning and communal healing ceremonies, mass communication on constructive coping methods,
supportive parenting programs, formal and non-formal educational activities, livelihood activities, and the
activation of social networks.

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Remote Psychosocial Support Through Play for Elementary Learners

Focused, Non-Specialized Supports. The third layer represents the support necessary for a smaller
number of people who additionally require more focused individual, family, or group interventions by
trained and supervised workers (but who may not have had years of training in specialized care). This
layer also includes Psychological First Aid (PFA) and basic mental health care by primary health care
workers.

Specialized Services. The top layer of the pyramid represents the additional assistance to a small
percentage of the group who are still suffering despite the supports that were already mentioned, those
who may have significant difficulties in basic daily functioning, and those who have pre-existing
disorders and disabilities that can worsen in a crisis situation.

The Activity Guide is intended for teachers or facilitators working in non-specialized

emergency settings. It contains interventions more suited to the “focused, non-specialized
support” layer 3 and to the family and community support layer 2 of the IASC MHPSS pyramid.

2.0 Understanding Children in Stressful Situations

Learners and adolescents respond to crisis situations variably; however, nearly all learners and
adolescents experience some kind of distress. For example, COVID-19 is causing stress not only in
adults but also in learners. Fear and anxiety about the impact of the disease can be overwhelming and
can cause strong feelings in both learners and adults (CDC 2020).

INCIDENTS THAT CAUSE STRESS AND AFFECT LEARNER’S

PSYCHOSOCIAL DEVELOPMENT AND WELL-BEING

Death of a parent or guardian

Separation anxiety from parents, guardians, siblings, or other family members, friends or
pets (animals)
Changes in adults’ behavior, especially their parents, guardians, or any close family
members
Closure of schools
Disruption of, or loss of, daily routines
Life-threatening situations
Worry and concerns about the future
Situations that exceed what learners have learned to cope with or previously
experienced.

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Remote Psychosocial Support Through Play for Elementary Learners
How Children Respond to Stressful Situations
Children may be affected by any of the incidents described, even if there is no observable change in
behavior. Children do not always ask questions or speak about what bothers them. Hence, it is important
to be sensitive to their needs during stressful situations.
0 TO 3 YEARS OLD
Even though young learners do not have words to
describe an event or their feelings, they can retain
memories of particular sights, sounds or smell.
Manifestations of stress include the following:
Crying more often, become clingy, irritable,
passive, or highly emotional
Clinging more to their parents
Experiencing changes in their sleep and eating
patterns
Displaying hyperactivity and poor concentration
Expressing less or no interest in playing;
engaging in repetitive play, or in a more
aggressive or violent way
Becoming more defiant and demanding than
usual
7 TO 12 YEARS OLD
Children aged 7 to 12 years think in abstract
and logical terms. They have a deeper
understanding of how things are linked
together, and of cause and effect, as well as of
risks and vulnerabilities. They are interested in
concrete facts, and they fully understand death
and loss. They struggle with change, while they
divide the world into good-evil, right-wrong, or
reward-punishment etc. They also practice
magical thinking (the belief that one's ideas,
thoughts, wishes, or actions can influence the
course of events in the physical world).
Manifestations of stress include the following:
Feeling confused
Withdrawing from social contact
Talking about the event in a repetitive
manner
Reluctant to go to school
4 TO 6 YEARS OLD
Children react to immediate changes in their
environment as well as changes in the behavior
of their parents, guardians, and adult siblings.
Some children react more strongly than others
because their reactions are influenced by their
previous life experiences, which may include
abuse or neglect.
Manifestations of stress include the following:
Clinging to parents or other adults
Regressing to younger behavior such as
thumb-sucking
Stop talking
Becoming inactive or hyperactive
Stop playing, or start playing repetitive
games
Feeling anxious and worried that bad things
are going to happen
Experiencing sleep disturbances, including
nightmares
Changes in eating patterns
Becoming easily confused
Unable to concentrate well
Feeling irritable
At times, taking on adult roles
Feeling and expressing fear
Experiencing a negative impact on memory,
concentration, and attention
Experiencing sleep and appetite problems
Showing aggression, irritability, or restlessness
Expressing somatic complaints (physical
symptoms related to emotional stress)
Expressing concern about other affected people
Experiencing self-blame and guilt feelings
Changes in the level of their physical activities
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Remote Psychosocial Support Through Play for Elementary Learners

Reactions of children to stress vary depending

on their experiences and whether they
Children with disabilities can have different
experienced abuse, family violence and neglect.
ways of communicating, depending on the
Children with long-term exposure to stress may
nature of their disability. Parents or
express themselves differently than children
guardians need to be sensitive to non-
who have been in a safe and nurturing
verbal communication and take notice
environment. Some are more reserved while
when the child initiates communication.
others express themselves in ways that are
either younger or older than their actual age.

3.0 Role of Teachers in Providing Psychosocial Support

The COVID-19 pandemic is an unprecedented phenomenon. The situation is constantly changing and
Filipino families are dealing with multiple concerns in different areas of their lives. Learners'
psychological well-being (mental, emotional, and social aspects of life) are under threat and this affects
their ability to learn.

More than ever, teachers play an important role in supporting the mental health and well-being of the
learners. Teachers are not only coaches and mentors but also anchors for learners’ psychosocial
needs.

4.0 Why Play?

Play is a dynamic, active and constructive
behavior (Isenberg & Quisenberry, 1988).
It is considered as learners’ natural language,
a way to communicate and make sense of
the world.
Play serves a three-fold developmental
purpose: it aids in the physical, cognitive, and
socioemotional development of children.
Through play, children are able to express
positive and happy feelings.
It is also a way for them to express troubling
thoughts and feelings, both consciously and
unconsciously (Schaffer & Drewes, 2014).
It is through play that children are not only able to
cope with their feelings and thoughts, but also
use it as a way to find healing during stressful
events. Play therefore becomes therapeutic for
the learner – an avenue to express their
emotional needs, to learn new coping skills, to
increase self-esteem, etc. (Ray, Lee, et al., 2013).
Play contributes greatly in helping learners cope
with stressful situations like COVID-19. When
learners play, they are in control of themselves
and their feelings. Because play is a common
language to learners, it provides an opportunity
for them to understand and express their feelings
without fear of being judged.

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Remote Psychosocial Support Through Play for Elementary Learners

Hence, aside from strong and secure relationships with their parents or guardians, it is therefore deemed
essential to provide learners with opportunities to express or release their negative thoughts and
feelings. Several studies have shown that one of the best ways to achieve this could be through play.

According to Educational Psychologist, Lauren McNamara, PhD, PLAY — for all members of the family —
is important during the pandemic. “We’re all under stress at this time, and play is an important catalyst to
relieve stress. Engaging in unstructured and structured play with the kids can be an important time for
families to stay connected and feel emotionally secure together.”

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Remote Psychosocial Support Through Play for Elementary Learners

PART B: PLANNING THE PSYCHOSOCIAL

SUPPORT ACTIVITIES
The Play Modules were created using the experiential learning approach. It consists of activities and
questions that enable the learner to share, analyze, generalize, and apply their insights. Experiential
learning requires trained teachers or facilitators who can help learners find their own answers. Teachers
who are experiencing crisis may facilitate these Play Modules. However, it is recommended that they
themselves access psychosocial support so they are psychologically prepared to facilitate play activities.

The activities were designed for remote delivery, given the current situation. The Guide acknowledges
that remote delivery presents challenges in empathizing with the thoughts and feelings that are best
observed in a face-to-face interaction. It also sets limitations in assessing the intended learning
outcomes and implementing group-based play activities. The International Organization for Migration
(IOM) Iraq has recently published guidelines when providing remote MHPSS support. The facilitation
guide draws from best practices included in the IOM guidelines, contextualized for the Philippine setting.

For the purposes of this Guide, “remote delivery” is defined by the following criteria:

the teacher and the learners are separated by distance,

the instruction is delivered via computer technologies, and
the communication is interactive and synchronous where the teacher and the
learners interact in real time.

1.0 Remote Delivery Guide for Teachers and Facilitators

EXPECTATIONS FROM TEACHERS AND FACILITATORS

In order to achieve online mastery of play program

MASTERY OF THE
PLAY MODULES
Ability to implement and process
activities and adjust design when
necessary.
Ability to make necessary
adjustments depending on the
environment, context, available
resources, and personality traits of
the learners.
design, the teacher or facilitator should:
understand the principles of psychosocial support
and how learners react to stressful situations;
familiarize oneself with the module objectives,
activities and talking points or presentations;
practice delivering the lectures/presentations and
if necessary, translate the terms to the local
language; and
if necessary, adjust the activities to suit the
resources, context and personality traits of the
learners.

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Remote Psychosocial Support Through Play for Elementary Learners

The facilitator can do this by:

ABILITY TO CREATE AN
ATMOSPHERE OF UNCONDITIONAL
Telling the learners that there is
ACCEPTANCE AND SUPPORT
no right or wrong opinion.
Showing encouragement using
non-verbal communication
(e.g., eye contact, nodding,
facial expressions that mirror
In experiential learning, there is no one right what a speaker is saying).
answer. Rather, the best answer is that Encouraging everyone to
which makes most sense for the learner. participate.
It is important to affirm that each person’s Showing respect for each
contribution is valuable. learner by not ridiculing them.
Setting ground rules within the
group including respect for
each other.

EFFECTIVE COMMUNICATION SKILLS

Active listening skills are important. Teachers and facilitators must avoid interrupting the learner
while they are speaking. They should also acknowledge what the learners are saying or stay
engaged through verbal acknowledgement or gestures, such as nodding of head.

Reflective listening skills are also important.  This is the process of trying to understand what the
speaker is trying to say, rephrasing the main idea, or repeating to the learner what they said, to
convey that what has been said is received and understood correctly by the teacher or facilitator
(repeat – rephrase – summarize).

Teachers and facilitators must avoid directing the learner to feel or think in a certain way or
analyze their feelings for them.

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Remote Psychosocial Support Through Play for Elementary Learners

CHECKLIST TO GET READY

PREPARE THE PARENTS OR GUARDIANS FOR THEIR PARTICIPATION

Parents and guardians play an important role in the activity particularly for sessions involving
younger learners.

Remind parents or guardians of the schedule.

Orient the parents or guardians on the flow of the activity.
Explain what are the expected support from parents or guardians.
Remind them to prepare the materials needed.
Explain the pre- and post-evaluation requirements.
Request that they help ensure that learners have eaten and slept properly before starting
the activities.
Request that they set-up a comfortable area for the learner, with minimum distractions.
Request that they familiarize themselves with the features of the different online platforms
such as Zoom, Google Meet, Webinar, Cisco WebEx, Microsoft Teams, Moodle, etc.
DAYS BEFORE THE ACTIVITY

Ask them to prepare themselves in heart and in mind during the activity.
If a parent or guardian is unable to join, request them to assign another adult to join and
support the learner during the activity.
Remind parents or guardian to be friendly, listen to the directions, and use kind words to
the learner during the activities.
Maintain open communication with the parent or guardian and the learner through regular
and timely feedback.

SEEK INFORMED CONSENT

Seek written consent from parents or guardian to allow their child to participate in the
activity. A proposed template has been included in this Activity Guide. (Please see
Appendices.)
If recording is needed, ensure that verbal permission is sought from the learners or their
parents or guardians before the session begins.

SET UP A TEACHING AREA

Set up an appropriate space that is relatively conducive for facilitating the activity.
Minimize noise or distraction by informing other family members in advance that the
sessions will be conducted during a particular time and request them to minimize noise.
Set up your computer, have appropriate lighting and use a headphone with microphone.
Check your internet connection and ensure that it is sufficient for online video activity.
Conduct technical checks if you will be using online platforms like Zoom, Cisco WebEx,
Google Meet, Moodle, etc.

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Remote Psychosocial Support Through Play for Elementary Learners

CHECKLIST TO GET READY

DRESS APPROPRIATELY

Maintain professionalism by dressing in a similar manner as you would in a face-to-face

modality.
Consider wearing clothing with solid colors or simple prints to avoid distracting the
learners.

SET GROUND RULES, SUCH AS:

Set a time for restroom break before and during the session.
As much as possible, ensure mobile phones, radios, and televisions are on “silent mode”.
DURING THE DAY OF THE ACTIVITY

A parent or guardian must join the activity.

Prepare the needed materials for the activity.
Learners are to keep their microphone on mute and should raise their hands if they want to
speak.
Learners will unmute their microphone when the teacher or facilitator calls them.
Keep an open mind during the activities.
Always use polite words such as 'Po' and 'Opo'.
Make sure to keep what was discussed in the session confidential.

ENGAGE EFFECTIVELY THROUGH VIDEO CONFERENCING

Sit or stand in a relaxed position with the camera about a meter way, where possible.
Put a mark (small sticker/tape) near the camera lens to focus on during the session to
try to maintain eye contact.
Avoid crossing arms across your chest as this may convey lack of interest.
Acknowledge responses through nodding or smiling.
If you are not feeling well, reschedule the activity.
Do not force a learner to play or do the activity if they do not want to do it. Reschedule
another time.
Empower the learner and the parent or guardian by providing them the activity objectives,
program flow and expectations from one another.
Ensure that the environment is safe for both the parent or guardian and the learner.
Respect the differences of each learner, parent/guardian, and family while doing the
online play activity.

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Remote Psychosocial Support Through Play for Elementary Learners

CHECKLIST TO GET READY

WHAT TO DO IF A LEARNER DISPLAYS DISTRESS OR STRONG

FEELINGS (E.G., FEAR, ANGER, CRYING)

Remain calm.
Give the learner time to express their feelings.
Listen more than speak.
Validate their concerns.
If possible, do not end the session while a learner is still showing strong feelings. End
sessions on a positive note such as praising the learner for the openness to share.

OTHER IMPORTANT THINGS TO CONSIDER

DURING THE DAY OF THE ACTIVITY

Readiness of the facilitator, learners, and parents/guardians in terms of mental, physical,

and emotional well-being.
Shared understanding of the learning objectives, target outcomes, and how the activities
will be conducted among parents/guardians, teacher/facilitator, and learners.
Assessment of learners’ readiness to learn through the different arts and craft projects and
response to questions.
Time should be developmentally appropriate. Attention spans are shorter for younger
learner than their older peers, who also need less parental/guardian involvement to
complete the activities.
Creativity in the delivery of the activities and establishing good relationship with
parents/guardians.
Availability of printed resource materials such as COVID-19 comics and Learner's Playbook
Selection of user-friendly communication platforms for both teachers and learners.
Adjustment period and capacity of the learner to adapt to the new learning set-up.
Analysis of the pre- and post- evaluation results to determine the effectiveness of Play
Modules and to determine if there is a need to improve/enhance the materials or do a
follow up activity.

DO SAY

"Good Morning/Afternoon to all. How is everyone

Prepare your self, mind,
heart, and actions for today’s
activity for the learners.
today? (Wait for the response of the learners.) I am
_________ and I am a teacher of ______________.
Today, we are going to have a Play Activity. Do you
know the benefits of playing? (Wait for the
response of the learners). Are you ready to play?"

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Remote Psychosocial Support Through Play for Elementary Learners

2.0 Unpacking the Resource Package

The Resource Package includes the Learner’s Playbook and COVID-19 Comics.
The Learner’s Playbook includes three (3) Modules and the processing questions for each play activity.
The COVID-19 Comics are used as reference stories for the activities. These can also be used as
coloring books.

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Remote Psychosocial Support Through Play for Elementary Learners

PART C: THE PLAY MODULES AND

FACILITATION GUIDE
1.0 The Play Modules

The modules are primarily geared towards helping learners identify and express their feelings during
stressful situations. It is expected that after the program, the learners would be able to identify and
express their feelings, acknowledge their strengths, and use preventive measures through play to cope
with stressful situations.

CORE MESSAGES

MODULE 1: I AM: A SUPERHERO WITH FEELINGS

I know and feel different types of feelings.
There are different reasons to experience various feelings.

MODULE 2: I HAVE: MY STRENGTH IS A SUPERHERO STORY

I am able to identify and recognize my strengths.
I am able to use my strengths to deal with stressful situations.

MODULE 3: I CAN: EMPOWERING LEARNERS IN REDUCING

THE EFFECTS OF COVID-19

I can understand the importance of reducing the effects of COVID-19.

I believe that I can cope with the effects of COVID-19.

TARGET AUDIENCE

Elementary learners aged 6 –12 years old

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Remote Psychosocial Support Through Play for Elementary Learners

2.0 Guides for Facilitating the three (3) Play Modules

MODULE 1
I AM: A SUPERHERO WITH FEELINGS

OBJECTIVES MATERIALS

At the end of the module, the learners should be able to: Learner's Playbook
COVID-19 Comics #2
Identify their own feelings such as being happy, sad, Art and recyclable materials
angry, surprised, hopeful, and scared through the Old socks
story of Nina; optional: washable face mask
Share their feelings and responses through drawing
and puppet making; and
Appreciate the value of sharing and expressing their TIME ALLOTMENT
feelings.
2 hours

SEQUENCE OF ACTIVITIES

Topic / Activity Materials Time Allotment

1 Pre-Evaluation Learner's Playbook 15 minutes

Main Activity:
2 COVID-19 Comics #2 15 minutes
Storytelling – Ang Panaginip ni Nina

Discussion: 'Ang Panaginip ni Nina' Story

What are feelings?
3 Learner's Playbook 15 minutes
What are the different feelings of the
characters in the story?

4 Activity 1: Identifying basic feelings. Learner's Playbook 15 minutes

Art materials

Activity 2: Identifying and expressing learner's Old socks

own feelings through puppet making. Art materials
5 Recyclable materials 30 minutes
(Optional activity: Showing one’s feelings using
a face mask) optional: washable face mask

6 Processing 15 minutes

7 Closing 15 minutes

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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 1- I AM: A SUPERHERO WITH FEELINGS
PRE-EVALUATION
DO
Start your session with a warm welcome
and smile to build rapport and instruct the
learners.
Instruct the learners to answer the
Pre-Evaluation. Before they start answering,
clearly describe certain words like feelings
and coping mechanisms to ensure that they
understand each statement.
FACILITATION GUIDE
Give the learners 15 minutes to complete
the Pre-Evaluation.
MAIN ACTIVITY: STORYTELLING
This activity uses the COVID-19 Comics #2 (Ang Panaginip ni Nina). Comics is a powerful
creative tool for learners. They can entertain and provide information in an effective manner.
DO
Show the COVID-19 Comics#2 to the
learners and ask for their ideas on what
they think the story is all about.
Let 3 to 5 learners answer the question and
acknowledge it accordingly.
SAY
Hi dear learners, how are you today? Before
we go on “Superhero Training Mode”, let us
examine first how you feel about yourself
right now. Encircle the face that
corresponds to your answer for each
statement. Rest assured that your answers
will be kept confidential.
Before you start answering, let me share to
you the meaning of the
following words:
Feelings are something that people
consciously feel from within or inside
themselves that are brought about by
different situations like the pandemic.
Coping mechanisms are skills that can
help us adapt to stressful situations.
You have 15 minutes to complete the
Pre-Evaluation.
SAY
Hello everyone! It’s story time! Our story for
today is about a girl named Nina. What do
you think Nina's story is about?
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 1- I AM: A SUPERHERO WITH FEELINGS
DO
Before you start reading the story,
remind the learners what to do during
story time.
Read the story. As the storytelling
progresses, you should pause, and ask
simple questions to verify your learners’
understanding and clarify the details of
the story.
FACILITATION GUIDE
DISCUSSION
DO
After storytelling, review the story with
the learners. Allow enough time for them
to provide answers and call out 3 to 4
learners to share their thoughts to the
group.
Tell the learners that they can also put
their answers on page 4 of their Learner’s
Playbook.
Discuss to the learners what feelings are
and provide examples.
SAY
Before we begin, let’s first talk about what
we should do during story time:
Prepare: Stay in a quiet place where you
can be comfortable
Listen: Focus and imagine the
characters and scenes in the story
Participate: Be active in the discussion
by sharing your ideas and answering
questions
Enjoy: Have fun in this activity
SAY
Let’s talk about what you have learned from
the story:
Who is the main character in the story?
What feelings did the main character
feel in the story?
You can also put your answers to these
questions on page 4 of your Learner’s
Playbook.
Do you know what feelings are?
Feelings are something that we consciously
feel inside ourselves that are brought about
by different situations.
Happy (Masaya)
Sad (Malungkot)
Angry (Galit)
Hopeful (Umaasa)
Surprised (Gulat)
Scared (Takot)
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 1- I AM: A SUPERHERO WITH FEELINGS
DO
ACTIVITY 1: IDENTIFYING BASIC FEELINGS
DO
Smile and say a warm welcome to the
learners then instruct them to get their
FACILITATION GUIDE
Learner’s Playbook and answer page 6.
ACTIVITY 2: PUPPET MAKING
DO
Instruct the learners to prepare the
following materials for this activity.
Old socks
Art materials
Recyclable materials (old
newspaper or magazine, used papers,
empty cardboard boxes etc.)
For younger kids, advise parents/guardians
to assist in using sharp
objects like scissors, etc.
SAY
Examples:
You feel happy when you are able to eat
your favorite food.
You feel sad when you cannot play
outside with your friends because of the
COVID-19 restrictions.
SAY
Hi! How are you dear learners? Are you
excited to do our next activity?
Using your art materials, draw the faces that
you felt about the story of Nina and her
family.
SAY
Just like Nina, we also have a similar
experience wherein we are also fearful of
getting exposed to the virus.
Today, we will create a puppet to show how
you feel.
Let’s prepare the following materials: old
socks, art materials, and different recyclable
materials like old newspaper or magazine,
used papers, or empty cardboard boxes.
Parents/guardians, please assist younger
kids in using sharp objects like scissors,
etc.
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 1- I AM: A SUPERHERO WITH FEELINGS
DO
Tell the learners to follow the steps in making
a puppet on page 7 of the Learner’s Playbook.
Give the learners at least 30 minutes to finish
the activity. Encourage the learners
to share their output only if they are
comfortable.
Optional Activity:
Tell the learners that they can also use
washable face masks to show their feelings by
doing the activity on page 8 of the Learner’s
Playbook.
FACILITATION GUIDE
PROCESSING
DO
Emphasize that each learner is a Superhero
with feelings.
CLOSING
DO
End the session by thanking the learners and
their parents/guardians for participating in
the activities.
Ask the learners to draw or write what they
have learned by answering the page 9 of the
Learner’s Playbook.
Remind the learners with the details for the
next meeting.
SAY
Turn your Learner’s Playbook to page 7 and
follow the steps to create your puppet.
You have 30 minutes to do this activity.
Once you are done, you can share your work
to everyone.
Optional Activity:
You can also use washable face masks to
show your feelings. Turn your Learner’s
Playbook to page 8 and follow the steps.
SAY
Like Nina in the story, there are times
when you feel happy, sad, angry,
surprised, hopeful, and scared depending
on the situation. Remember that it’s all
normal and okay.
SAY
Thank you for your active participation in our
activities.
Turn your Learner’s Playbook to page 9 and
answer the questions.
I’m looking forward to see all of you again on
(date and time).
Stay safe and enjoy the rest of the day.
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Remote Psychosocial Support Through Play for Elementary Learners

MODULE 2
I HAVE: MY STRENGTH IS A SUPERHERO STORY

OBJECTIVES MATERIALS

Learner's Playbook
At the end of the module, the learners should be able to:
COVID-19 Comics #2
short bond paper or recycled paper
identify their strengths on how to manage stressful
Art and recyclable materials
situations;
Dance music (Optional: ‘Superhero’ song
demonstrate skills to manage stressful situations; and by Rocksteddy for the Superhero Dance)
appreciate the value of identifying and demonstrating
skills to manage stressful situations. TIME ALLOTMENT
1 hour and 30 minutes

SEQUENCE OF ACTIVITIES

Topic / Activity Materials Time Allotment

1 Recap Learner's Playbook 15 minutes

Discussion
COVID-19 Comics #2 30 minutes
2 Identifying and sharing own
feelings as strength Learner's Playbook

Activity 1: Superhero Symbol Short bond paper or

3 Identifying and showing recycled paper 30 minutes
one's strength Art materials

Activity 2: Superhero Dance Dance music

15 minutes
4 Recognizing and celebrating Optional: Superhero
one’s strength. song by Rocksteddy

5 Processing Learner's Playbook 15 minutes

6 Closing Learner's Playbook 15 minutes

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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 2- I HAVE: MY STRENGTH IS A SUPERHERO STORY
RECAP
DO
Greet the learners and ensure that they feel
comfortable.
Recall the story of Nina focusing on the
different feelings she and her family felt.
FACILITATION GUIDE
Recall the purpose of the activities in the
previous session.
DISCUSSION
DO
Recall the story of Nina focusing more on
how she was able to overcome her feelings
by expressing them to her parents and
understanding why she felt that way.
SAY
Good morning/afternoon everyone. Let’s all
sit comfortably and stay focused for our
next set of activities. Are you ready?
Last time, we read the story of Nina.
In the story, we have identified and learned
about the different feelings that Nina and
her family felt such as happy, sad, angry,
surprised, hopeful, and scared.
We also talked about your own feelings and
shared it with your peers, teachers, and
family members using the puppet you have
created.
SAY
Let’s go back to Nina's story.
What did Nina experience?
What did she do to understand her
situation?
In the story, Nina felt different feelings. To
understand and overcome her
feelings, she shared to her parents what
she felt. We can say that Nina showed
strength just like what a Superhero does.
Nina's superpower is naming her own
feelings and understanding why she feels
that way.
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 2- I HAVE: MY STRENGTH IS A SUPERHERO STORY
DO
Introduce the next activity.
SUPERHERO SYMBOL
DO
Instruct the learners to prepare their art
materials.
FACILITATION GUIDE
Tell the learners to follow the steps in page
12 of the Learner’s Playbook to complete
the activity. Give learners at least 30
minutes to do this activity.
Encourage learners to share only if they feel
comfortable to do so.
Acknowledge learners’ outputs. Also,
highlight that knowing one’s strength and
ability to understand and express feelings is
also a superpower.
SAY
You also have the ability to find your
superpower. Let’s do an activity.
SAY
Using the art materials, we will create a
symbol that represents your strength. This
strength is your superpower which you
can use to help not just yourself but also
other people. This can also represent a
superpower that you want to use against
our current situation.
Turn your Learner’s Playbook to page 12
and follow the steps to create your
Superhero Symbol.
You have 30 minutes to do this activity.
Once you are done, you can share your
work to everyone.
Your superpowers are all awesome! Great
job, Superheroes! Your superpower will
help you become confident to overcome
the challenges that you will experience.
Also, remember that your strength and
ability to understand and express your
feelings is also a superpower.
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 2- I HAVE: MY STRENGTH IS A SUPERHERO STORY
SUPERHERO DANCE
DO
Greet the learners and review what are
some of the activities that the learners have
enjoyed from the previous session. Then,
ask them who are the learners who is into
dancing and introduce the next activity.
FACILITATION GUIDE
Optional Activity:
Tell the learners that they can also do
the Superhero dance steps to the music
of ‘Superhero’ by Rocksteddy.
Share the link to the learners:
http://bit.ly/SuperheroPIF
Tell the parents/guardian to motivate the
learner to do this activity by dancing and
enjoying the activity with them.
SAY
Hi again dear learners! May I ask what are
some of the activities that you enjoyed
from our last session? Who among you
here knows how to dance?
Dancing is a fun and enjoyable activity
that can help you release stress and
negative feelings.
Choose your favorite dance music.
Express your feelings through
different dance movements.
Have fun with your parent/guardian
while doing this dance activity.
Optional Activity:
Have fun dancing the 'Superhero' song by
Rocksteddy
Watch and follow the steps in the video
found on this link:
http://bit.ly/SuperheroPiF
May I ask the parents/guardians to dance
with their child and enjoy the activity with
them?
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Remote Psychosocial Support Through Play for Elementary Learners

MODULE 2- I HAVE: MY STRENGTH IS A SUPERHERO STORY

PROCESSING

DO SAY

Emphasize that each learner has their own
superpower.
Your superpower symbol will remind you
of your strength to help not just yourself
but also other people especially in difficult
situations. Remember that your strength
and ability to understand and express
your feelings is also a superpower. Focus
on your strengths!

CLOSING
FACILITATION GUIDE

DO SAY

End the session by thanking the learners Thank you for your active participation in
and the parents/guardian for participating our activities.
in the activities.

Ask the learners to draw or write what they Turn your Learner’s Playbook to page 15
have learned by answering the page 15 of and answer the questions.
the Learner’s Playbook.

Remind the learners with the details for the I'm looking forward to see all of you again
next meeting. on (date and time).

Stay safe and enjoy the rest of the day.

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Remote Psychosocial Support Through Play for Elementary Learners

MODULE 3
I CAN: EMPOWERING LEARNERS IN REDUCING
THE EFFECTS OF COVID-19

OBJECTIVES MATERIALS

At the end of the module, the learners should be able to: Learner's Playbook
Identify how they can lessen the effects of COVID-19;   
Demonstrate their skills on how to lessen effects of
COVID-19;
Appreciate the value of taking steps to lessen the effects TIME ALLOTMENT
of COVID-19; and
Appreciate the ways they can help so COVID-19 does not
spread to their loved ones and other people. 1 hour

SEQUENCE OF ACTIVITIES

Topic / Activity Materials Time Allotment

1 Recap Learner's Playbook 10 minutes

Discussion

What are the negative feelings

that Nina and her family felt in
the story because of the COVID-
19 pandemic?
2 How can learners overcome Learner's Playbook 30 minutes
negative feelings brought about
by the COVID-19 pandemic?
How can learners help lessen the
spread of COVID-19?
What values are you showing
when you help lessen the spread
of COVID-19?

3 Processing Learner's Playbook 10 minutes

4 Closing Learner's Playbook 10 minutes

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Remote Psychosocial Support Through Play for Elementary Learners

MODULE 3- I CAN: EMPOWERING LEARNERS IN REDUCING THE EFFECTS OF COVID-19

RECAP

DO SAY

Greet the learners and ensure that they feel Good morning/afternoon everyone. Let’s all
comfortable. sit comfortably and stay focused for our
next set of activities. Are you ready?

Recall the lesson in the previous session. Last time, we learned that it’s a superpower
to identify and share our feelings.

We were also able to identify and create

your superpower symbol to remind you that
you have that superpower to help you and
other people overcome difficult situations.
FACILITATION GUIDE

DISCUSSION

DO SAY

Explain that the pandemic poses risks to the
learners and family members. It can make them
feel negative feelings just like what Nina and her
family felt in the story.
In the story, Nina had a bad dream and
woke up with negative feelings. To
understand what made Nina feel this way,
Nina’s parents let her share what
happened in her dreams.

The different effects of the pandemic in

Nina's life that she saw in her dreams
made her feel sad, scared, and angry.

Provide simple tips on how to handle negative Whenever you feel negative feelings, it will
feelings. be helpful if you:

Try to relax by taking a deep breath.

Talk to your parent/guardian to share
your feelings.

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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 3- I CAN: EMPOWERING LEARNERS IN REDUCING THE EFFECTS OF COVID-19
DO
Advise parent/guardian to encourage their
child to always share their feelings by giving
some tips.
Discuss the things learners should know about
COVID-19 using the information on page 18 of
the Learner’s Playbook.
FACILITATION GUIDE
Discuss the steps the learners can do to help
lessen the spread of COVID-19.
Highlight the steps in proper handwashing.
Highlight that following the safety steps to
help lessen the spread of COVID-19 shows
certain values.
SAY
For parents/guardians, please encourage
your child to always share their feelings by:
Telling them that you are always there to
listen and understand.
Acknowledging your child's effort to talk
to you and share their feelings.
Turn your Learner’s Playbook to page 18
and let’s discuss the different things we
need to know about the COVID-19 virus.
Now that we know what is COVID-19 and
how it can affect our health, let’s discuss
the steps that we can do to help lessen the
spread of COVID-19.
Turn your Learner’s Playbook on page 19 so
we can discuss them one by one.
Washing your hands frequently and properly
can fight COVID-19!
Let’s practice the proper handwashing steps
on page 19 of your Learner’s Playbook.
You do these safety steps because you are
a Superhero with values.
Love - You don’t want others to get sick.
Respect - You are aware that others
should not get sick.
Discipline - You are following the rules
set by health officials.
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Remote Psychosocial Support Through Play for Elementary Learners
MODULE 3- I CAN: EMPOWERING LEARNERS IN REDUCING THE EFFECTS OF COVID-19
PROCESSING
DO
Emphasize that each learner can help fight
COVID-19 like a Superhero!
Ask learners to answer page 23 of the
Learner’s Playbook.
FACILITATION GUIDE
CLOSING
DO
End the session by thanking the learners and
the parents/guardian for participating in the
activities.
Ask the learners to draw or write what they
have learned by answering the page 21 of the
Learner’s Playbook.
Ask the learners to do a self-reflection about
the whole Play Activity sessions (Module 1-3)
by answering page 25 of the Learner’s
Playbook.
Read and explain to the learners the instruction
to answer the Post-Evaluation found on page 26
of the Learner’s Playbook.
SAY
You can be a Superhero and save yourself
and your loved ones from COVID-19 by
frequently and properly washing your hands,
observing physical distancing, and properly
wearing your face mask when going
outside. Doing these steps also means that
you are a Superhero that shows love,
respect, and discipline.
Turn your Learner’s Playbook to page 23
and draw the things you can do to fight
against the spread of COVID-19 based on
what you’ve learned today.
SAY
Thank you for your active participation in
our activities.
Turn your Learner’s Playbook to page 21
and answer the questions.
Now that you have identified and
demonstrated your superpower, share with
us your ideas about this Superhero
Training by answering page 25 of your
Learner’s Playbook.
As we end your “Superhero Training”, let us
examine how you feel about yourself right
now. Turn your Learner’s Playbook to page
26 to answer the Post-Evaluation.
Encircle the face that corresponds to your
answer for each statement. Rest assured
that your answers will be kept as
confidential.
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Remote Psychosocial Support Through Play for Elementary Learners

REFERENCES

American Psychological Association (2020), The Serious Business of Play, Lauren McNamara, PhD,
Founder and Director of Recess Project Canada

Centers for Disease Control and Prevention (2020), Coping with Stress

Department of Education (2020), Fostering Wellness, Solidarity, and Service: A Guide for Parents and
Household Members

Florida Center for Instructional Technology, College of Education, University of South Florida ©1999,
2009. A Teacher’s Guide to Distance Learning

Fr. Jaime C. Bulatao, Jr.  Center for Psychology Services (2014), Play it Forward on the Move

Inter-Agency Standing Committee (2007), IASC Guidelines on Mental Health and Psychosocial
Support in Emergency Settings

International Organization for Migration Iraq (2020), Internal Guidelines for Remote MHPSS Working
Modalities

United Nations Educational, Scientific and Cultural Organization, DepEd, PAP (2015), Supporting,
Enabling and Empowering Students Manual Philippines

United Nations Educational, Scientific and Cultural Organization (2020), COVID-19 Impact on
Education

United Nations Children's Fund (2020), COVID-19 Operational Guidelines for Implementation of
MHPSS Activities for Learners, Adolescents, and Families

United Nations (2020), Policy Brief: COVID-19 and the Need for Action on Mental Health

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Remote Psychosocial Support Through Play for Elementary Learners

APPENDICES

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Remote Psychosocial Support Through Play for Elementary Learners

PRE-EVALUATION
Notes to parent/guardian:
Help the learner understand the following words before they start answering.

Feelings are something that people consciously feel from within or inside themselves that are brought about by different situations like the pandemic.
Coping mechanisms are skills that can help us adapt to stressful situations.

Encircle the face that corresponds to your answer for each statement.
Rest assured that your answers will be kept confidential.

STATEMENT YES NO

I can identify the different feelings that I am

feeling.

I can share my identified feelings to my

classmates, peers, teachers and
parents/guardians.

I can appreciate the value of identifying and

sharing my feelings.

I can identify my strengths.

I can demonstrate my identified strengths.

I can appreciate the value of identifying and

demonstrating my strengths.

I can identify different healthy coping

mechanisms.

I can demonstrate my identified healthy coping

mechanisms.

I can appreciate the value of identifying and

demonstrating my healthy coping mechanisms.

What are your expectations about the play activities?

Thank You!

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Remote Psychosocial Support Through Play for Elementary Learners

PAUNANG PAGSUSURI
(Pre-Evaluation - Filipino)

Bilugan ang mukha na tumutukoy sa iyong sagot sa bawat pahayag.

Ang iyong mga sagot ay mananatiling kumpidensyal at pribado.

PAHAYAG OO HINDI

Kaya kong tukuyin ang iba’t-ibang damdaming

aking nadarama.

Kaya kong ibahagi ang aking nararamdaman sa

aking mga kamag-aral, kaibigan, guro, 
magulang o tagapangalaga.

Pinapahalagahan ko ang pagkilala at

pagbabahagi ng aking mga nararamdaman.

Kaya kong tukuyin ang aking mga kalakasan.

Kaya kong ipakita ang aking mga kalakasan.

Pinapahalagahan ko ang pagtukoy at

pagpapakita ng aking mga kalakasan.

Kaya kong tumukoy ng iba't ibang epektibong

pamamaraan o kasanayan upang malampasan
ang mga kinakaharap kong suliranin o
pagsubok.

Kaya kong ipakita ang aking mga pamamaraan o

kasanayan upang epektibong malampasan ang
mga kinakaharap kong suliranin o pagsubok.

Pinapahalagahan ko ang pagtukoy at

pagpapakita ng aking mga pamamaraan o
kasanayan upang epektibong malampasan ko
ang mga kinakaharap kong suliranin o pagsubok.

Anu-ano ang iyong mga inaasahan sa mula sa gawaing ito?

Maraming Salamat!

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Remote Psychosocial Support Through Play for Elementary Learners

POST-EVALUATION

Encircle the face that corresponds to your answer for each statement.
Rest assured that your answers will be kept confidential.

STATEMENT YES NO

I was able to identify the different feelings that I felt.

I was able to share my identified feelings to my

classmates, peers, teachers and 
parents/guardians.

I was able to appreciate the value of identifying

and sharing my feelings.

I was able to identify my strengths.

I was able to demonstrate my identified

strengths.

I was able to appreciate the value of identifying

and demonstrating my strengths.

I was able to identify different healthy coping

mechanisms.

I was able to demonstrate my identified healthy

coping mechanisms.

I was able to appreciate the value of identifying and

demonstrating my healthy coping mechanisms.

What are your comments about the modules and the facilitator?

Thank You!

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Remote Psychosocial Support Through Play for Elementary Learners

PAGTATAPOS NA PAGSUSURI
(Post Evaluation - Filipino)

Bilugan ang mukha na tumutukoy sa iyong sagot sa bawat pahayag.

Ang iyong mga sagot ay mananatiling kumpidensyal at pribado.

PAHAYAG OO HINDI

Natukoy ko ang iba’t-ibang damdaming aking

naramdaman.

Naibahagi ko ang aking nararamdaman sa aking

mga kamag-aral, kaibigan, guro, magulang o
tagapag-alaga.

Naging mahalaga sa akin ang pagtukoy at

pagbabahagi ng aking mga damdamin.

Nagawa kong matukoy ang aking mga

kalakasan.

Nagawa kong ipakita ang aking mga natukoy na

mga kalakasan.

Naging mahalaga sa akin ang pagtukoy at

pagpapakita ng aking mga kalakasan.

Nagawa kong tumukoy ng iba't ibang

epektibong pamamaraan o kasanayan upang
malampasan ang mga kinakaharap kong
suliranin o pagsubok.

Nagawa kong ipakita ang aking mga natukoy na

mga pamamaraan o kasanayan upang
epektibong malampasan ang mga kinakaharap
kong suliranin o pagsubok.

Naging mahalaga sa akin ang pagtukoy at

pagpapakita ng aking mga pamamaraan o
kasanayan upang malampasan ang mga
kinakaharap kong suliranin o pagsubok.

Ano ang masasabi mo sa mga modyul at sa tagapangasiwa ng gawain (facilitator)?

Maraming Salamat!

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Remote Psychosocial Support Through Play for Elementary Learners

ACTIVITY INFORMATION SHEET

Title: Remote Psychosocial Support through Play for Elementary Learners

Objective: The Activity aims to provide psychosocial support to learners during the pandemic, through play
activities.

Description: This consent form covers all forms of remote facilitation of play activities, including but not
limited to online communications (audio only or audio-visual setup), and the use of different online
communication platforms and self-guided Play Modules.

Right to Refuse or Withdraw: Parents or guardians have the right to refuse, withdraw, and limit the
participation of the child in the activity if they feel uncomfortable or if there are no available resources to use.

Risks and Discomforts: This Activity does not pose any serious harm, threat, or risk to the learner. Moreover,
the activity will be implemented as part of the initial activities of the learners before resuming to their normal
classes. Video recording will be done by teachers for school records purposes only. Rest assured that the
recorded video will not be published in any way.

Benefits:  Play helps children create new learning experiences, and these self-created experiences enable
them to acquire physical, social, emotional, and intellectual skills that they could not acquire in any other
way. Play enables children to deal with their negative feelings in a way that did not alienate them from the
adult. [1]

Schedule of Play Activity: The Play Activity will be facilitated for the learners only in the presence of their
parents or guardians. Activities will last for up to two hours per day or as scheduled by the
teacher/facilitator. This is to ensure the safety and the controlled exposure of learners to gadgets. This can
also be facilitated at home, with the help and support of parents/guardians or adult siblings.

Materials: Parents or guardians are encouraged to join the learner during the activity. Use of recyclable
materials is advised during the conduct of the Play Activity.

Mode of Delivery: The Play Activity can be facilitated via online platforms (Zoom, Google Classroom, or
Moodle), audio/video services (radio or television), and self-guided using the Learner’s Playbook.

Role of Parents/Guardians: Parents/guardians are required to join the Play Activities together with the
learner to ensure the learner’s safety and protection.

Confidentiality of Records: All information collected from the learners will be kept confidential.

Personal Data: By signing the Consent Form attached, you (or your legally acceptable representative, if
relevant) are authorizing (i) collection, access to, use, and storage of your “Personal Data”, and (ii) disclosure
to, use, and storage by, authorized partners only in the Philippines. “Personal Data” means data about you
which makes you identifiable: (i) from such data; or, (ii) from that data and other information which an
organization has or likely to have access. Research arising in the future, based on this “Personal Data”, will
be subject to review by the relevant institutional review board.

[1] https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-1-article-elkind-the-power-of-play.pdf
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Remote Psychosocial Support Through Play for Elementary Learners

PSYCHOSOCIAL SUPPORT THROUGH PLAY CONSENT FORM

I, ____________________________ , parent/guardian of ___________________________ (print full name of child)

of Grade ____ Section _____________________________ .

I have read, discussed, and understood the information and procedures in the Activity
Information Sheet attached to this consent form.

My questions concerning the remote psychosocial support through play activities have been
answered to my satisfaction, and I acknowledge that my child will be participating in this
remote play activity with my consent.

I understand that I may refuse to allow my child to participate or withdraw at any time.

Please read each statement and check the box that corresponds your choice.

1. I will allow my child to join the activity.

Agree Disagree

2. I will allow the activity to be recorded.

Agree Disagree

3. With the current restrictions on having direct face to face activities, we will facilitate the
activities either through self-guided Play Modules, audio only, or audio/video services.

Agree Disagree

Please complete the following and return to your child’s teacher. Kindly write in print letters.

Child's Name: ____________________________________________________________________________________

Parent/Guardian's Name: __________________________________________________________________

Address: __________________________________________________________________________________

Parent/Guardian's Home Phone Number: ___________________________________________________

Parent/Guardian's Work Phone Number: ___________________________________________________

Parent/Guardian's Email Address: _________________________________________________________

Signature: _________________________________

Date: ______________________________________

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Remote Psychosocial Support Through Play for Elementary Learners

KAUKULANG IMPORMASYON UKOL SA GAWAIN

Activity Information Sheet - Filipino)

Pangalan ng Gawain: Remote Psychosocial Support through Play for Elementary Learners

Layunin: Ang layunin ng gawain na ito ay upang magbigay ng psychosocial support sa mga mag-aaral
ngayong panahon ng pandemya sa pamamagitan ng laro.

Paglalarawan: Sakop ng pahintulot na ito ang lahat ng uri ng pagsasagawa ng mga larong gawain, kabilang
ngunit hindi limitado sa online (audio only o audio-visual setup) at paggamit ng iba’t ibang online
communication platforms at self-guided play modules.

Karapatang Tumanggi o Di Magpatuloy: Karapatan ng mga magulang o tagapag-alaga ang tumanggi, di

magpatuloy, o limitahan ang pagsali ng mag-aaral sa isang aktibidad kung sakaling hindi maging
komportable ang kanilang pakiramdam, o may kakulangan sa mga materyal na maaaring gamitin.

Mga Panganib at Agam-agam: Ang gawain na ito ay hindi maghahatid ng malubhang pinsala, pananakot, o
panganib sa mag-aaral. Bukod dito, ang gawaing ito ay isasagawa bilang bahagi ng mga paunang gawain
bago magsimulang muli ang klase. Ang video recording ay isasagawa ng mga guro upang maging bahagi
lamang ng mga tala ng paaralan. Ang mai-re-record na video ay hindi ilalathala sa anumang paraan.

Benepisyo:  Ang paglalaro ay nakatutulong sa pagkatuto ng mga bata dahil dito sila nakakalikha ng mga
karanasan upang mabuo ang kanilang pisikal, sosyal, emosyonal, at intelektuwal na kakayanan na hindi nila
makukuha gamit ang iba mgaparaan. Ang paglalaro ay nakatutulong sa mga bata na matukoy ang kanilang
mga negatibong nararamdaman sa paraang hindi naiiba sa mga nakatatanda. [1]

Iskedyul ng mga Larong Gawain:  Ang mga larong gawain ay isasagawa sa mga mag-aaral kasama ang
kanilang mga magulang o tagapag-alaga. Ang mga gawain ay magtatagal ng dalawang (2) oras sa isang
araw o maaaring dumepende sa gagawing iskedyul ng guro/tagapangasiwa. Ito ay para masiguro ang
kaligtasan at makontrol ang paggamit ng gadgets ng mag-aaral. Ito rin ay maaaring isagawa sa inyong
tahanan, sa tulong at suporta ng magulang/tagapag-alaga o ng nakatatandang kapatid ng mag-aaral.

Materyales: Ang mga magulang o tapag-alaga ay inaanyayahan na samahan ang mag-aaral sa bawat
gawain. Iminumungkahi rin ang paggamit ng mga recyclable na mga materyales habang isinasagawa ang
mga larong gawain.

Paraan ng Pagtuturo: Ang mga larong gawain ay maaaring isagawa gamit ang mga online platforms
(Zoom, Google Classroom, o Moodle), audio/video services (radyo o telebisyon), o self-guided sa
pamamagitan ng Learner’s Playbook.

Tungkulin ng Magulang/Tagapag-alaga: Ang magulang/tagapag-alaga ay dapat na samahan sa mga

larong gawain ang mag-aaral upang matiyak ang kanilang kaligtasan at proteksyon.

[1] Isinalin hango sa: https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-1-article-elkind-the-power-of-play.pdf

45
Remote Psychosocial Support Through Play for Elementary Learners

KAUKULANG IMPORMASYON UKOL SA GAWAIN

Activity Information Sheet - Filipino)

Pagiging Kumpidensyal ng Tala: Ang lahat ng impormasyon na makukuha mula sa mag-aaral ay ituturing
na kumpidensyal at pribado.

Personal na Datos o "Personal Data": Sa pagpirma ng pahintulot, ikaw (o kahit sinong legal na kinatawan)
ay nagpapahintulot na:
kolektahin, kuhanin, at gamitin ang “Personal Data,” at
ibahagi sa iba pang authorized partner sa Pilipinas.

Ang “Personal Data” ay nangangahulugang impormasyon tungkol sayo na maaari kang makilala:
galing sa mga impormasyon na ibinigay, o
galing sa mga impormasyon na hawak ng ibang organisasyon.

Ang mga research o pananaliksik na gagawin sa hinaharap na base sa iyong “Personal Data” ay isasailalim
sa pagsusuri ng kaukulang institusyunal na review board.

46
Remote Psychosocial Support Through Play for Elementary Learners

PSYCHOSOCIAL SUPPORT THROUGH PLAY CONSENT FORM

(Filipino)

Ako si, ____________________________ , magulang/tagapag-alaga ni ___________________________ (buong

pangalan ng bata) ng Grade ____ Section _____________________________ .

Aking nabasa, napag-usapan, at naintindihan ang mga impormasyon at pamamaraan na

nabanggit sa talaan ng impormasyon na kasama ng pahintulot na ito.

Ang aking mga katanungan tungkol sa remote psychosocial support sa pamamagitan ng

mga larong gawain ay nasagot nang mabuti at maayos, at aking pinahihintulutan na sumali
ang aking anak sa nasabing gawain.

Naiintindihan ko na maaaring hindi ko payagan ang aking anak na sumali o kaya'y tumigil sa
pagsali sa anumang oras.

Pakibasa ang mga sumusunod na pahayag at lagyan ng tsek ang iyong napiling tugon.

1. Pinahihintulutan kong sumali ang aking anak sa nasabing gawain.

Sumasang-ayon Hindi Sumasang-ayon

2. Pinahihintulutan kong i-record ang nasabing gawain.

Sumasang-ayon Hindi Sumasang-ayon

3. Dahil sa pagbabawal sa pagkakaroon ng harap-harapan na gawain, aming isasagawa ang

mga gawain sa pamamagitan ng self-guided Play Modules, boses lamang (radyo o telepono), o
sa pamamagitan ng video.

Sumasang-ayon Hindi Sumasang-ayon

Pakisulat ng maayos ang mga hinihinging impormasyon.

Pangalan ng bata: ____________________________________________________________________________________

Pangalan ng magulang/tagapag-alaga: _______________________________________________________________

Lugar ng tirahan: ___________________________________________________________________________________

Numero ng telepono sa bahay ng magulang/tagapag-alaga: __________________________________________

Numero ng telepono sa trabaho ng magulang/tagapag-alaga: __________________________________________

Email address ng magulang/tagapag-alaga: ___________________________________________________________

Lagda: _________________________________

Petsa: ______________________________________

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Remote Psychosocial Support Through Play for Elementary Learners

SUGGESTED PLAY MATERIALS

FACE MASK
CAPE
To identify and express feelings in a safe,
To help identify strengths like abilities,
child-friendly, creative, and fun way. The
skills, interest, talents, and potentials to
learner has the option to draw on the
increase coping mechanisms.
mask using crayons.

CRAYON SIPA / SEPAK TAKRAW BALL

To draw on their mask and play bag as To serve as one of the play materials used to
part of their self-expression activity. release stress and tension.

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