Teachers everywhere have yet another new challenge—supporting students and their families from home. We know that high-quality interactions, including interesting, hands-on experiences that are facilitated and supported with feedback, scaffolding, and higher-order thinking questions, best support young students' learning. So how do you help your students' caregivers offer the same high-quality interactions while at home? Well, Rachel Giannini has some super fun ideas to share! The following are ideas she shared during her session at our recent InterAct CLASS Summit.
As many of us know, books are not a part of everyone's home. There are certain areas that libraries have been completely closed and books are not always easily accessible, but we still want to have a literacy-rich environment. Labels are a really great way because it is so inexpensive!
You can scaffold this for your youngest kids all the way up to those emerging readers. You can start by using the labels to work on letter recognition, point out letter sounds, and begin word recognition.But as those kids become older, you can:
And the fact that those labels are so inexpensive, their something that can be changed over and over and over again as your little becomes more and more confident with those skills.
Children are concrete thinkers, so when we teach subjects like math, which is extremely abstract, we use manipulatives. And today we're gonna be using….socks!
With socks, you can do counting, pairing, and math equations. With manipulatives like socks, you can practice:
And socks are also good for sensory needs like squeezing, throwing, and sock hockey!
Make the most of screen time! When watching a movie together, you can ask some of the same questions teachers ask during a read aloud!
Before watching, ask them a few questions, like:
Then halfway through their watching, have them pause and ask:
Afterward, have them tell you their favorite character and why and if they could change one thing what would they change.
These questions seem super simple and they are but they help with sequencing, as well as critical thinking. You can use the same open-ended questions!
If you want more ideas to try at home, you can watch the entire session!
Rachel Gianinni is a childhood specialist, an early childhood advocate, and a video blog host. Rachel has an extreme enthusiasm for all things early childhood. She believes in the power of play, getting dirty, climbing trees, stargazing, pretending, and the idea that learning is magical. You can also check out all her videos on her website.
As a CDA with CLASS facilitator, I now recognize that CLASS also helps us think about how we can be present and responsive in supporting the curiosity, engagement, and persistence of adult learners.
I am blessed to be able to support CDA learners, many of whom are returning to formal education for the first time in many years. Some of these learners come from previous educational experiences that were not supportive, that left them feeling that they weren’t good at school or weren’t competent students. But with the right support, these learners can grow their persistence as well as their sense of competence and confidence.
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us:
Jess Pablo is an early childhood coach and grade level chair at The Primary School, a non-profit school in East Palo Alto, California, that serves children aged pre-K through grade 3, bringing together education, health, and family support services to support children’s holistic growth. Below are some of the ideas, concerns, and suggestions she shared as her program resumes this year in a mostly virtual learning environment.