"Closed" for Covid?
Thursday, March 12th, 2020 at 11:30am. It was dismissal time for my preschoolers, and we had been told we would not be back at school for two weeks due to Covid-19. As they were getting their coats on, I bent down and hugged each one. In that gesture, tears were forming at the corners of my eyes and a lump was forming in the back of my throat. Kneeling there, with the youngest child in the group (still three at the time) clinging to my neck, I looked up into the eyes of his mother: “It’s only two weeks, “ she said. “It’s like Christmas break,” she continued, as her voice broke. My children all went out the door. By 1pm that day, the date had changed for schools to be closed until April 24th. And then, no going back this academic year. The door to the physical preschool had officially closed at 11:30am on March 12th, 2020; but there would be no emotional closure for my children. None of the great activities and events that happen in most preschools in the springtime: pajama days, pancake breakfasts, Mother’s Day tea parties, graduations, ice cream socials.... As teachers, we do not get to revel in the fantastic growth and blossoming that is happening in our children in all developmental areas. The work (through play) to grow in their language, socially/emotionally, cognitively, and physically. To see new friendships bloom. To see the a-ha moments after months of perseverance…
Duplicate it remotely? Never. What to do, then?
The first week: I began sending out daily (M-F) activities for my families to do with their children. The activities encompass each of the developmental areas (not every day) with the caveat to do what you want, when you want/need it. Samples of the activities: go on a spring scavenger hunt in your neighborhood (spot something red, something in the sky, something that flies,) lay out the garden hose and take giant steps from one end to the other and count them (write down the total number, if desired). Take small steps, then medium steps. Which one is more, equal, less? All activities have a developmental goal, able to do together, and hopefully, are fun for all involved.
The second week: I began recording videos of mini circle times of me singing songs, and the like, and sending the link to YouTube in the email. The videos are also sent daily (M-F).
In doing all of this, in the emails I would ask for feedback from the parents and from the children (they put in requests for songs). The videos were the most asked for and ideas from the parents were to incorporate stories into the videos.
Some of the parental feedback was the kids wanted to “see” me and interact with each other. So,
Two weeks ago: I began weekly Zoom meetings with the preschoolers where I have done a scavenger hunt; duck, duck, goose, show and tell, and songs. Also, in this same week, I reached out to parents and we began a weekly “whine” night where they can come to their own parent Zoom meeting and we talk about challenges, successes, and just hang out together. (Some bring beverages.)
Ideal? Absolutely not. Effective? Not as much as learning through play with peers and having your learning scaffolded to move to that next level of development.
I look forward to the days when my preschool’s physical doors will be open once more and I see the faces of my children coming toward me, arms opened wide. And yes, I will be kneeling to receive them with tears forming in the corners of my eyes and a lump forming in the back of my throat. Happy tears!
Duplicate it remotely? Never. What to do, then?
The first week: I began sending out daily (M-F) activities for my families to do with their children. The activities encompass each of the developmental areas (not every day) with the caveat to do what you want, when you want/need it. Samples of the activities: go on a spring scavenger hunt in your neighborhood (spot something red, something in the sky, something that flies,) lay out the garden hose and take giant steps from one end to the other and count them (write down the total number, if desired). Take small steps, then medium steps. Which one is more, equal, less? All activities have a developmental goal, able to do together, and hopefully, are fun for all involved.
The second week: I began recording videos of mini circle times of me singing songs, and the like, and sending the link to YouTube in the email. The videos are also sent daily (M-F).
In doing all of this, in the emails I would ask for feedback from the parents and from the children (they put in requests for songs). The videos were the most asked for and ideas from the parents were to incorporate stories into the videos.
Some of the parental feedback was the kids wanted to “see” me and interact with each other. So,
Two weeks ago: I began weekly Zoom meetings with the preschoolers where I have done a scavenger hunt; duck, duck, goose, show and tell, and songs. Also, in this same week, I reached out to parents and we began a weekly “whine” night where they can come to their own parent Zoom meeting and we talk about challenges, successes, and just hang out together. (Some bring beverages.)
Ideal? Absolutely not. Effective? Not as much as learning through play with peers and having your learning scaffolded to move to that next level of development.
I look forward to the days when my preschool’s physical doors will be open once more and I see the faces of my children coming toward me, arms opened wide. And yes, I will be kneeling to receive them with tears forming in the corners of my eyes and a lump forming in the back of my throat. Happy tears!
