Through our virtual programming for both teachers and parents, our relationship-based approach that is already key to our programming was ramped up to identify, acknowledge, and attend to children’s emotions.
When schools abruptly transitioned to distance learning back in March, I found myself communicating with families more regularly than ever before. And it wasn’t long before I learned many parents and family members were struggling with fears, anxiety, los
As child development programs re-open or begin virtual interactions, teachers and families will need to make enhanced, intentional, targeted efforts to ensure those relationships are meaningful and individualized to respond to each child’s specific needs.
During these times of heightened stress due to COVID-19, children and their families want to be seen and to know that they matter. Without this recognition of their humanity and their lived experiences from teachers...
The farm to early care and education initiative includes a variety of strategies that encourage the use of local foods in meals and snacks, gardening opportunities, and food-based learning activities that promote children’s health and well-being.
As teachers, we need to begin by reflecting on our own spiritual experiences, biases, knowledge bases, and identities. Regardless of our beliefs, we should consider how these views could impact daily interactions.
John Nimmo, Mona M. Abo-Zena, Debbie LeeKeenan