Our team has been interacting with children online on Zoom (our child care program was open on site from September to November 2020 before we closed down again, during which time we also ran some online programming with the intent to teach new families some tech skills in case we were forced to close down again, which did happen) since March 2020. Over this time, we've tried a few formats, but generally our 8 staff work in two teams, with staff taking 15 to 20 minutes to lead planned and spontaneous activities. We run morning and afternoon programs, although our mornings tend to be busier. We work with a mixed age group from about 2 1/2 to 5 years. Over time, children became more comfortable with online programming with some older children building skills such as learning how to unmute themselves (and even typing in the chat - even if it is only letters). Staff work hard to provide a variety of activities (sensory play, singing, drawing, reading stories, science, games) and to meet the interests and developmental levels of the children. With children this young, it is important to build in physical activity as much as possible and realize that children may look like they are not attending (not necessarily sitting in front of the screen all the time) when they are. If children are energetic, it helps to do guided physical activity before settling back down into sitting activities. Children enjoy having opportunities to take turns singing their favourite song, telling their favourite story, or showing something in their home. Turn taking over Zoom requires teaching some routines, it's not perfect yet in our program depending on the ages and personalities of the children. Interaction between children has been happening more, some children even mentor each other in Zoom etiquette, saying "Please listen" or "Please wait." Staff are also experimenting with using breakout rooms to give each child more time to speak. Sometimes staff show themselves doing activities outside; sometimes children and families are given "homework" such as collecting natural materials outside which can be used in the online activities. We have sent some activity materials home, but have to time their delivery, so materials are on hand when staff want to use them in an activity. Sometimes, it has been challenging to find all the materials available at the the time we assemble activity kits as some materials are in high demand and the stores may not have them in consistently. Staff are able to have positive interactions with children, but what differs from in person learning is the amount of interactions between children. We are hoping in the upcoming months, if our COVID 19 restrictions allow, to also have staff go out to communities near the families to do some outdoor programming with small groups of families.
We did try having a couple of parent meeting times in the last three months, but saw very little participation. Parents are usually in the same room as their children and often support the children in setting up the device (usually phones or Ipad). Sometimes we struggle with background noise, but staff will mute the group when necessary. We are experimenting with organizing topics, such as nutrition, to try to catch parent's interest. Parents may be busy with their English classes while their children are with us, or may have school age children, part-time work and other family members at home too, so we realize their time might be limited for our parent groups.
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Deanna Mendoza
Edmonton Mennonite Centre For New Comers
Edmonton AB
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Original Message:
Sent: 04-17-2021 12:17 PM
From: Barbara Nilsen
Subject: Preschoolers and Distance Learning
I would be interested in hearing from preschool teachers who have been teaching online during the pandemic. I'm interested in your experiences. How do you keep children engaged? Do you feel your learning objectives were met? What has been your experience with parent participation? Is there any research being done about this?
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Barbara Nilsen
Port Crane NY
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