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.
Classrooms need social distancing measures to remain safe, and children need to feel connected to teachers in order to learn. With safe connections in place, your facilitation is a strong tool for inspiring children.
It takes more than one try to learn something new. Repetition is frustrating, especially when safety guidelines have changed the learning environment. By encouraging children to persist, you inspire them to learn.
Toddlers’ language skills develop rapidly. You can support them by using a variety of words and engaging them in simple conversations. The more you encourage them, the more you’ll hear them talking each day.
Now that you’ve read some ways to inspire children’s learning in your socially distanced setting, use this planning document to brainstorm how you will inspire your toddlers’ learning in your classroom.
Family members are the child’s first teachers. So caregivers should maintain a close partnership with families. Building a trusting relationship with them helps you take all necessary precautions to keep children and yourself healthy. Whether by phone, email, or text, provide opportunities for each family to share information and ideas about the developmental goals for their child. You can also schedule opportunities to share developmentally appropriate practices at home. Finally, by sharing videos of your classroom interactions, families can see you responding to their needs while inspiring children’s learning.
Do you have fond childhood memories of sitting with a special adult and listening to them read one of your favorite stories? I vividly remember my dad reading The Elephant’s Child by Rudyard Kipling to me and how we laughed together at the funny voices he used. As an educator, you know how important those moments are for building warm connections, enjoying time together, and learning about many things. So, even if you missed out on those moments as a child, you want to create those moments for the children in your classroom. With careful planning, you can be confident that your read-alouds will be exciting, effective learning opportunities.
The majority of early childhood classrooms have at least one child who is a dual language learner (DLL) and this population is growing. One in three children from birth to age six speak a language besides English at home. Consequently, the majority of teachers need strategies on how to best support this group of students. We reached out to Veronica Fernandez, Developmental Psychologist and Research Scientist at the University of Miami for strategies she’s found most successful.
As part of our Teacher Spotlight series, we recently asked the CLASS Community to nominate a teacher whose high-quality classroom interactions are making a difference for their dual language learners. Our winner, Kim Schoell, has been teaching for 20 years and is currently a Pre-K teacher in Frederick County, VA. 67% of her students are Hispanic and many of the children are dual language learners.
We were really happy to receive an article examining the use of CLASS in American Indian and Alaska Native Head Start Programs. And we were equally happy when lead author, Jessica Barnes-Najor, a researcher at Michigan State University, agreed to speak with us. In conjunction with her work at MSU, Jessica is a co-investigator for The Tribal Early Childhood Research Center (TRC). Read below to learn more about this important research.