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.
Much like in classroom settings, planning for whole group, small group, and individual time with children will ensure they consistently get the various supports they need.
Let’s look at a few ways teachers can still make connections while virtual.
Developing personal connections is an important part of forming and strengthening relationships with children. Think about ways to learn about each other, share your ideas, and have fun together!
Children love being with their friends at school, but they need support to connect virtually. Help children take turns talking, listening, and showing an active interest in each other.
Awareness of children’s needs in a virtual setting requires extra attention to nonverbal cues. Your responsiveness is important. Seeing you as a secure base helps children feel open to instruction and willing to take risks.
Now that you’ve explored some ways to form relationships in your virtual classroom, use our free planning document to brainstorm your own ideas, set goals, and reflect on your interactions.
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Teachstone recently hosted the What Is “Quality” Teaching Anyway? webinar with Laura Iannazzo, Professional Services Manager at Teachstone, and Gena Puckett, Education and Training Specialist from the University of Mississippi School of Education. Together, they talked about the significance of quality interactions between early childhood educators and infants or toddlers in their care.
IIn our recent webinar, Making the Move to CLASS® 2nd Edition, we shared how programs and individuals can begin to experience and use the enhanced Pre-K–3rd CLASS tool. Certified CLASS observers play a critical role in helping every child reach their full potential.
Without reliable and valid data on the quality of educator-child interactions, programs and educators would not have the actionable insights they need to make continuous quality improvements in the areas that matter the most for children.
I moved to the United States years ago when I was a teenager. I felt confused, scared, and out of place in my new school. As soon as I learned English, I decided to stop speaking my native language to hide who I was. I thought that by hiding my identity people would not notice I was different, and accept me.
Today starts the kick-off to another Week of the Young Child! While I, and I know others at Teachstone, feel strongly that young children, their educators, and their families deserve to be celebrated every day, we’re excited to have an opportunity to intentionally highlight the impact you have on young children, celebrate the rapidly developing brains of young children, and recognize that each day, even beyond this week, offers ample opportunities for meaningful interactions.