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
Our bi-weekly all staff virtual meetings included personal check-ins. During these moments of truth-telling and tears, teachers expressed loneliness and fears.
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.
This Focus on Ethics column discusses some of the ethical issues the pandemic has created for teachers and administrators working in programs that serve young children.
Here, you will read key excerpts of what they would share with teachers about supporting children and families as they adapt to the dramatic changes in daily routines and circumstances.
Teachers can be the conduit to connect families with children who are experiencing some similar losses and routine challenges, and group support is valuable.
Like many teachers, I have developed ways to keep my preschoolers engaged and learning while schools are closed due to COVID-19. Also, what I offer is shaped by the feedback I receive from families about how they might (or might not) be able to participat
No one in the world has ever done what we are all doing right now. No one ever thought we would have to try being teachers to 4-year-olds without being in the same room together.
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...
Dr. Brian Wright asks teachers to let families, especially Black and brown families, know that they are seen and their contributions to their children's learning are valued.
That was a good time to remind myself that making mistakes actually makes you smarter, especially if you try to fix the mistake. Brain science backs this up.
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.
