So much has changed in the world of early childhood education since a global pandemic became part of our reality. School districts, families, child-care centers, home centers, state agencies, and federal agencies have been scrambling to keep up with what caring for young children looks like under new regulations. The statewide agency I work for consists of both federal (Head Start) and state-funded programs, and I’d like to share what guidance we’ve created for staff around changes in the day-to-day routine.*
Ratios and cohorts: In order to minimize risk, it’s important that we reduce and limit the number of people that come into contact with each other during the day.
Face masks: It’s important to help kids adapt to the staff requirement to wear face masks and personal protective equipment in the classroom.
Routines and transitions: In a world where so many routines in the children’s lives have been disrupted, maintaining predictability in the classroom is more critical than ever.
Learning: Children can continue learning through play with some adjustments to modality.
Fresh air: Being outside is another factor that can reduce the spread of COVID-19.
Dramatic play: Pretend play is an important tool for young children, especially in trying times.
Meals and brushing teeth: Changes to self-help tasks must be made at this time.
Staff wellness: We are most present for the children when we take care of ourselves.
I hope that this gives you a little picture of what might be different for your classroom when it reopens. Many of my agency’s open centers have found the experience to be very positive; both adults and children were happy to interact with each other again. Children adapted better than expected to staff wearing masks, the teachers found the new cleaning tasks manageable since class sizes were smaller, and laughter was shared.
Fair warning, however, that even with cohorting, not allowing any visitors into the center, temperature checking everyone who entered the building, and staff taking breaks in separate areas, we still had several sites shut down statewide, commensurate with the spike in cases my state was unfortunately seeing. Nothing is a perfect shield, but various precautions contribute to the important work of minimizing risk while children get the very important care they need.
Please feel free to use this list as an adaptable springboard for what your own center or program might need to consider and communicate to staff and families in the coming months. Thank you everyone for all the support and energy you give to early childhood education!
*Note: Remember to follow your own state's and organization's formal guidelines for safe teaching.
Stacia Clark has worked for multiple Head Start and early childhood education agencies over the last 14 years. She has taught in the classroom, managed several sites, supervised education staff, and is currently a Preschool Content Specialist at the Oregon Child Development Coalition (OCDC). She is also bilingual in Spanish and is an Affiliate CLASS® Trainer and coach.
Knowing that approximately 25% of children under 5 come from homes where Spanish is the predominant language spoken, we were pleased that Lisa White, a researcher at American Institutes for Research, was willing to speak with us about her study that compared the CLASS with the CASEBA, a tool designed to assess quality in classrooms serving dual language learners. To learn more, read on!
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
We’re still soaking up the wisdom shared by our many, many excellent speakers at the spring 2021 InterAct Summit. From its inception, Teachstone has been an organization based in research. Because the CLASS is reliable and valid, teachers and programs trust it to give meaningful, accurate, and actionable information. To learn more about the current work being done in the field, we invited co-founder Bob Pianta to give an update on new research findings.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.