When Covid-19 hit and schools shut down, many of us were certain that it would not impact the 2020-21 school year. But with the pandemic surging and some schools opening up - only to shut down again, it’s clear that Covid is still with us. The length of the pandemic has only heightened concern about Covid related learning loss - especially among underserved populations.
Young infants develop a unique relationship—known as attachment—with their caregivers. To develop secure bonds, infants need to know that at least one person really cares about them. Caregivers provide that comfort by helping infants regulate needs and emotions, such as hunger and sadness. With healthy attachments, infants develop a sense of safety and trust.
Infants need to be held, to have face-to-face interactions, to feel another human heartbeat. By meeting these needs, caregivers foster attachment. Plan how you will meet these essential needs—while keeping yourself and infants safe.
Children need to feel safe before they can explore their surroundings. While curiosity and exploration help awaken children’s talents, teachers help reinforce their learning through guidance and repetition. All children benefit from intentional interactions that inspire them through new experiences—and some children need additional or individualized support.
Given the natural need to be around others, children might have a hard time with social distancing. Organize materials in spaces where two friends can explore together. Make yourself available to facilitate their exploration while ensuring safety.
The aim of instructional support is to provide teachers with instructional strategies that assist and improve child-teacher interactions. Why? Because research shows that interactions between students and adults are a primary mechanism for promoting student development and learning.
Toddlers reinforce their trust in caregivers while venturing into the world on their own. Along with stable relationships and independence, they need frequent reminders of behavioral expectations to keep themselves and their peers safe. With support and regulation, educators can help buffer the effects of stress or trauma and promote healthy child development.
Children learn best in a warm, safe environment. While positive interactions strengthen a classroom community, clear safety expectations promote healthiness. Remind children that these measures are in place because you care about them.
Trust for Learning is a “philanthropic partnership dedicated to expanding ideal early learning environments for underserved children.” They have worked over the past few years to articulate a set of principles for ideal learning. These set of principles have been gleaned from well-known early childhood approaches including Montessori, Reggio Emilia, Friends Center for Children, Tools of the Mind, Bank Street College of Education, and Waldorf.
I recently asked our CLASS Community to nominate a family child care provider they thought deserved to be in the spotlight. I asked for stories of teachers whose high-quality classroom interactions are making a difference in the lives of the children they cared for. We had so many lovely stories and nominations, but our winner was Vicki Schumm from Fargo, ND. Vicki is the owner, teacher, and everything else at Vicki's Childcare, her family child care program she has run from her home since 2010.
Whether you’re teaching virtually or in person, making the most of each learning moment is always the goal. Engaging children requires you to make many plans and decisions based on your teaching knowledge. Ideally, you help children meet individual needs while still reaching goals. With strong relationships as a foundation, clear expectations and consistency will help children listen, participate, and learn throughout your virtual learning experience.
Shared physical presence is a large part of how we’re used to connecting with each other. Strong connections and relationships are important for children who may have recently experienced loss, high stress, or trauma. As teachers connect with children in a virtual setting, it can be more challenging to think about how to create a safe space for learning, sharing experiences, and taking risks.
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.
