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Molly Wright: How every child can thrive by five

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"What if I was to tell you that a game of peek-a-boo could change the world?" asks seven-year-old Molly Wright, one of the youngest-ever TED speakers. Breaking down the research-backed ways parents and caregivers can support children's healthy brain development, Wright highlights the benefits of play on lifelong learning, behavior and well-being, sharing effective strategies to help all kids thrive by the age of five.

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Visual Supports for Routines, Schedules and Transitions

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self care for teachers

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We can be problem solvers

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Solution Cards

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Social Stories for Building Relationships

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Download the Practical Strategies Flyer for Teachers (PDF 320kb)

View full-featured PowerPoint presentations with The PowerPoint™ Viewer (verions 97 and later)

Modules are best viewed using the Adobe Acrobat Reader.

Scripted Stories for Social Situations
Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies, they are brief descriptive stories that provide information regarding a social situation. When children are given information that helps them understand the expectations of a situation, their problem behavior within that situation is reduced or minimized.

Scripted Stories for Social Situations Tip Sheet
(1 pg) HTML | PDF

I go to Preschool (on the bus)
(14 pg) HTML | PPT

I go to Preschool (in the car)(14 pg) HTML | PPT

What Do We Do In Circle?
(10 pg) HTML | PPT

I Can Be a Super Friend
(18 pg) HTML | PPT

I Can Stay Safe
(15 pg ) HTML | PPT

I Can Use My Words(15 pg) HTML | PPT

Tucker Turtle Takes Time to Tuck and Think (16 pg) PPT
La Tortuga Tucker Toma Su Tiempo Para Pensar y Actuar ( PPT)

Tools for Working on "Building Relationships"

Positive Attention Data Sheet
(1 page) PDF
Hoja de datos sobre atención positiva ( HTML)

Some Starters for Giving Positive Feedback and Encouragement (1 page) PDF
Algunas sugerencias para dar elogios e incentivos ( HTML)

Book List -Using Books to Support Social Emotional Development

Children's Book List
Relevant to Social-Emotional Skills (6 pages) PDF

Book Nook

These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books such as Big Al, Hands are Not for Hitting, On Monday When it Rained and My Many Colored Days. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting and fun music and movement activities to express emotions.

Free Spirit Publishing, Inc. 2000 Hands Are Not for Hitting by Martine Agassi

(5 pages) PDF

Mouse was Mad by Linda Urban
Harcourt Children's Books (2 pg) PDF

When I am by Gladys Rosa-Mendoz
(13 pages) PDF

Teaching Social Emotional Skills

"You Got It!"
Teaching Social and Emotional Skills
Lise Fox and Rochelle Harper Lentini

Super Friend Award
(1 page) PDF | PPT
en español: Galardón de Súper Amigo ( HTML)

Emotion Faces
(12 pages) PDF
en español: Caras de sentimientos ( HTML)

Feeling Chart: English
(4 pages) PDF
en español: Feeling Chart: English-Spanish ( PDF)

Feeling Chart: Flowers(1 page) PDF
en español: Paquete de soluciones ( PDF)

Feelings Sign-in Chart: English
(1 page) PPT

Feelings Faces Cube: English
(3 pages) PPT

The Turtle Technique
(1 page) PDF
en español: La técnica de la tortuga ( HTML)

Problem-Solving Steps
Poster: PPT | PDFPre-K: PPT | Toddler: PPT
en español: Pasos para resolver problemas PPT

Solution Kit Cue Cards
(940 KB) PPT
en español: PPT

The following are from Tools for Developing Behavior Support Plans the Module Archive. These are Modules from 2003. The Archive has Spanish and HTML versions available. For the most current modules, see: Training Modules.

Observation Cards
Home Observation Card PDF
Functional Assessment Interview Form -Young Child PDF

en español
Tarjetas de observación PDF Formulario de Entrevista de Evaluación Funcional-Niño pequeño PDF

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Solution Visuals for Handling Conflicts

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Lazy 8 Breathing

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List of Books Related to Covid-19 Experience

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Helping Children with Transitions

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Supporting Children with Online Learning

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How to Display Books on Screen

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Teacher Tech Tip!! #zoom #fyp #readloud #teachersoftiktok #firstgrade #foryoupage #tech #teacher #elementaryteacher

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Interactive Books for All Levels

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Parents, get 30 days free! Educators, get it free

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online access fun thousands children great kids ebooks books

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Parents, get 30 days free! Educators, get it free How to get your kids reading & loving it! MORE FEATURES AT YOUR FINGERTIPS Personalize their daily reading. Daily age- and level-appropriate recommendations customized to their interests. Track progress. See what books your kid likes, time spent reading and more.

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Greeting From 6 Feet Apart

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Greet Someone Without Touching | Greet From 6 Feet | Jack Hartmann Social Distancing Song

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Stress Management Strategies

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Chris Mumford, Hey Teach! Content Manager, M.A. Science Education

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9 Stress Management Strategies Every Teacher Needs to Know | Hey Teach!

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Teacher burnout can creep up on you. To keep it at bay, you need to take these proactive steps.

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Preparing for a Virtual Lesson

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Preparing for a virtual lesson or small group session- for both teachers and parents (1)

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Bedtime Chart

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Developing Sleep Habits

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Getting enough sleep is important for your child's mental and physical development. A sleepy child is more irritable, more accident prone, and less able to pay attention than a well-rested child. Children vary, but most preschoolers need to sleep about 10 to 12 hours during each 24-hour period. Although there isn't one sure way to raise a good sleeper, the key is to try from early on to establish healthy bedtime habits.

How can I help my child develop good sleeping habits?

Set fixed times for going to bed, waking up, and taking naps.

Set aside some quiet time during the day for a nap. Explain that you want your child to start out in bed, but that it's OK to play in the bedroom quietly if he can't sleep.

Stick to a regular bedtime, alerting your child both 30 minutes and 10 minutes beforehand.

Include a winding-down period a half hour or so before bedtime. Offer a small, healthy snack. (Remember tooth brushing afterward!) Avoid stimulating games or television. Develop a relaxing bedtime routine that ends in the room where he sleeps.

Let your child choose which pajamas to wear, which soft toy to take to bed, etc.

Put him to sleep in the same quiet, cozy, sleep environment every night.

Use the bed for sleeping only. Keep televisions and computers out of the bedroom.

Play soft, soothing music if it helps your child relax.

Tuck your child into bed for a feeling of affection and security.

Kiss him goodnight and leave the room.

What if my child has difficulty falling asleep or gets up during the night?

Keep things quiet at bedtime to ease the transition. If your child can hear talking, laughing, or sounds from a computer or TV, it's easy to see how she might feel left out.

Let her have a night-light or leave a door slightly open if she dislikes the dark.

Encourage your child to fall asleep alone. Lying down with a child until she falls asleep can be a hard habit to change. If your child gets up, reassure her that she is safe and return her to her bed.

What can I do if my child isn't tired at bedtime?

Increase active, outdoor play (though not within 3 hours of bedtime).

Scale back daytime naps.

Wake her earlier in the morning.

Bedtime battles can test a parent's resolve. If your child is pushing the limits, state your expectations clearly but calmly and stick to the routine. Eventually, your consistency should pay off in a good night's sleep for everyone. If it doesn't and you're worried about your child's sleeping patterns, talk with your doctor.

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ZZZs, Please! Bedtime for Preschoolers | Illinois Early Learning Project

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Getting enough sleep is important for your child's mental and physical development. A sleepy child is more irritable, more accident prone, and less able to pay attention than a well-rested child. Children vary, but most preschoolers need to sleep about 10 to 12 hours during each 24-hour period.

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Relaxing Music

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Disney Piano Collection - Relaxing Music For Relax, Study, Work

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Getting Children to Wear a Mask

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In response to CDC recommendations to prevent the spread of COVID-19, many hospitals and businesses are requiring face coverings or masks for anyone over the age of 2 years old. Some children may have difficulty adjusting to seeing others wearing face coverings and wearing them appropriately themselves.

How Can I Talk to My Child About Why People Need to Wear Face Coverings in Public?

For young children, between 2 and 4 years of age (it is not recommended for anyone under 2 to wear a mask), it is usually best to use simple language that they can understand. Be honest and direct and explain that people sometimes wear masks when they are sick or when they are trying to keep from getting sick.

Give your child the opportunity to ask questions, but there is no need to offer extra details. If they are seeing a healthcare professional, remind them that healthcare providers try their best to keep people healthy and the mask helps them do that.

For older school-aged children, try focusing on the positive behavior of "keeping our germs to ourselves." Let them know that we all have many germs in our body and only a few kinds are the ones that make us feel sick. "When we wear a mask, we are trying to keep our germs to ourselves to keep everyone healthy."

If they ask about why this is starting now, you can let them know that we are all doing our part to keep germs from spreading.

Steer clear of using scary language or frightening images of what might happen if masks are not worn.

Give them time to look and ask questions. It isn't nice to stare, but having them look away and avoid talking to others can contribute to negative associations with masks and increase negative associations with wearing them.

Ask if they have any questions, even if you have already talked about it.

Older children may also be able to tell you about things they already do to help stop the spread of germs, such as washing hands, sneezing into their elbow and cleaning frequently touched surfaces - they can add wearing masks to the same list.

How Can I Get My Child to Wear a Mask in Public?

There is no right way to work on this, but one universal theme is to prepare children ahead of time. The first time they wear a mask should not be when they are walking into a doctor's office, hospital or store. Practice at home using some playful activities so that they are comfortable before leaving the house. If you have time, work on it for several days before the appointment or trip. Here are some recommendations:

Put a mask on a favorite stuffed animal. Act out the trip to the doctor using the stuffed animal and praise the toy for wearing their mask.

Gradually have your child wear the mask for a longer and longer period of time. Start with 5 seconds at a time, then 10 seconds and increase from there until they can wear it for 5 or more minutes without taking it off.

Parents can practice at home too by wearing a face covering around the house to normalize the look.

Take selfies so that kids can see how they look. Use video calling with family and friends while wearing the mask so others can give them positive comments as well. "Wow, you're doing a great job wearing your mask." "You look like a superhero!"

Print out pictures or find pictures online of their favorite characters wearing masks. If there aren't any, print out a regular picture and draw a mask together on the character.

Allow your child to dress up to match their mask. If they want to be a superhero in a cape or costume for the day, let them.

You can offer a small reward for wearing the mask if necessary, such as a treat, screen time or a special book to read. Set an expectation ahead of time for how they can earn the reward. Be sure to practice at home ahead of time.

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Helping Kids Get Used to Seeing and Wearing Masks

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In response to CDC recommendations to prevent the spread of COVID-19, many hospitals and businesses are requiring face coverings or masks for anyone over the age of 2 years old. Some children may have difficulty adjusting to seeing others wearing face coverings and wearing them appropriately themselves.

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Screenless Tele-Practice

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line up

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does the shoe fit

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making my name

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all about me books

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Following Your Child's Lead

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Following Your Child's Lead

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Serve and Return Interactions with Children

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Serve and Return- Everyday Interactions

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Center on the Developing Child at Harvard University

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5 Steps for Brain-Building Serve and Return

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Guided Learning Plan

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Parent Provided Learning Opportunities

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Parent Provided Child Learning Opportunities

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Parent Provided Child Learning Opportunities

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Peer Social Interactions

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Supporting Peer Social Interactions

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Embedding IEP Goals into Schedule

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Creating a Recorded Read Aloud

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An Inclusive Preschool During the Pandemic: Remote Learning at Big Walnut Elementary School

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Setting up Classrooms with Safety Protocols

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Adapting the HighScope Learning Environment and Daily Routine

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Teaching Independence with Daily Routines

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Helping Kids with Transitions

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How Can We Help Kids With Transitions? - Child Mind Institute

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With the right support, children can learn to change gears without whining and tantrums and have smoother transitions in life and the classroom.

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Creating Routines

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Positive Strategies for Families

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Coming Back Together

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Supporting Young Children During Reopening

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Providing Family Support

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National Center for Pyramid Model Innovations

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Within the Framework

Are you providing early intervention or preschool services using distance technology? Do you have questions about how you can support families as they help their children with learning activities or conducting intervention within routines? NCPMI faculty share ideas on checking in with families, how to respond to difficult questions, and resources that might be shared.

Certificate of Attendance

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To receive the certificate, you must fill out the evaluation survey.

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Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.

Amy Hunter, LICSW, Georgetown University

Amy Hunter is a Licensed Independent Clinical Social Worker (LICSW) who earned her Masters of Social Work degree at Boston University in 1995. Amy has a post graduate certificate from the University Of Maryland School Of Medicine in early childhood mental health. Amy currently serves as an assistant professor at Georgetown University. In her capacity at Georgetown she directs the mental health section of the Head Start National Center on Health, Behavioral Health, and Safety, a training and technical assistance center for Early Head Start and Head Start. Amy has worked in the field for early childhood mental health for over twenty years. Prior to coming to Georgetown she served in a number of roles at ZERO TO THREE including, but, not limited to: the Director of Program Operations for the Early Head Start National Resource Center and the Director of the Center on the Social Emotional Foundations of Early Learning (CSEFEL). Amy has served as a National Head Start Fellow at the Office of Head Start for two years and was the mental health manager to a large Head Start program for eight years. Amy has provided training and technical assistance on early childhood mental health to a variety of audiences around the country. Amy maintains a private practice in Washington DC providing consultation to parents with young children.

Erin E. Barton, Vanderbilt University

Erin E. Barton, PhD, BCBA-D, is an Associate Professor in the Department of Special Education at Vanderbilt University. She teaches courses in Early Childhood Special Education on evidence-based assessment and intervention practices for young children with disabilities and their families and single case research design. She is a Board Certified Behavior Analyst and has worked with children and families in homes, schools, and clinics. She directs research projects related to evidence-based practices for young children and professional development systems.

Lise Fox, PhD, University of South Florida

Lise Fox, PhD, is a Professor in the Department of Child and Family Studies in the College of Behavioral and Community Sciences of the University of South Florida in Tampa, Florida. She is the Principal Investigator (PI) of the National Center for Pyramid Model Innovations, the PI and Co-Director of Florida Center for Inclusive Communities (a University Center for Excellence in Developmental Disabilities), and a faculty member with the ECTA Center. Her research is focused on practical approaches to addressing issues related to the inclusion of young children with problem behavior in community settings, program-wide implementation of the Pyramid Model, and individualized positive behavior support.

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Providing Distance Family Support: What Do I Say? How Can I Help? A Conversation with NCPMI Faculty - National Center for Pyramid Model Innovations

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Are you providing early intervention or preschool services using distance technology? Do you have questions about how you can support families as they help their children with learning activities or conducting intervention within routines? NCPMI faculty share ideas on checking in with families, how to respond to difficult questions, and resources that might be shared.

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Establishing Routines for Parents During COVID-19

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HighScope Supporting Families: Establishing Consistent Routines and Engaging Home Environments

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Keeping Safe at School

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Social Distancing

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Social Distancing

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Rosie Practices Social Distancing - Read Along!

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Social Distancing

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How to Get Children to Wear Masks

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Strategies for Parents to
Use with Challenging Behavior

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Calm Together

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Let's look after ourselves, and each other. - Calm Blog

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As days of isolation turn into weeks, many of us are feeling increasingly uprooted from our normal lives. In a world on lockdown, it isn't just our routines that are being disrupted, but our relationships too. Thankfully, distance doesn't have to mean disconnection.

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Pandemic Toolkit for Parents

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As Coronavirus spreads throughout the globe, we are surrounded by tragedy and uncertainty. We find ourselves navigating a terrain that changes daily. Work interruptions. Family disruptions. Health concerns. It appears no one is immune to an increase in stress and anxiety as we traverse into the unknown.

On top of everything, parents are struggling to take on the new role of teacher as schools close or move to online coursework. We feel the current tension affecting our ability to adapt to a new normal. Where do we start? How do we help our kids when we need help ourselves?

Dr. Bruce Perry, child psychologist and trauma expert, has a helpful guide for parents looking for answers. His research on handling stress and staying regulated can inform us as we're faced with challenges ahead. Self-regulation involves controlling our own behavior, emotions, and thoughts as we pursue long-term goals. This crucial skill is something parents can help develop in their children, especially during times of uncertainty and stress.

Stress does not have to be a bad thing if we respond in ways that increase our resilience. We can do our best to introduce stress to our children in predictable, moderate, and controllable ways.

Perry has proposed 8 tools for families to use during the Coronavirus pandemic:

1. Structure your day. As plans and expectations shift amid this global crisis, we can aim to continue routines with our children. Our children are more tolerant to stress when it is introduced in predictable ways, such as daily chores, bedtime routines, etc. It is when stress is unpredictable, extreme, and prolonged, that children become more vulnerable, rather than resilient.

2. Have family meals. Mealtime is a great way to preserve structure and routine while checking in with our children. If there are behavioral issues or family problems to discuss, we can ensure that our children feel safe and heard first. This will make them more receptive to our message. As Perry says, "We must regulate people before we can possibly persuade them with a cognitive argument or compel them with an emotional affect." We can help our children regulate, then relate, then reason. Ensuring our meals are nutrient-dense will help our families handle an active stress response during this time.

3. Limit media. While navigating our way through this pandemic, many of us are experiencing a state of fear, and children are no exception. Just like the Coronavirus, emotions are very contagious, and children often sense when others are anxious or upset. In a state of fear, children rely more heavily on primitive parts of the brains. We should avoid media that is violent, which can further activate the stress response system. This leaves children unprepared to learn using more sophisticated parts of their brains. Technology can be an excellent tool to build connection with others while physically distant, but relying on media too heavily can replace time spent developing empathy, learning to ease another's stress, and connecting emotionally.

4. Exercise. Now is the time to be creative and get bodies moving while practicing social distancing. As previously mentioned, when children are in a fearful state, they are in a heightened state of arousal, relying on lower-functioning brain regions. Perry states:

The only way to move from these super-high anxiety states, to calmer more cognitive states, is rhythm. Patterned, repetitive rhythmic activity: walking, running, dancing, singing, repetitive meditative breathing - you use brain stem-related somatosensory networks which make your brain accessible to relational (limbic brain) reward and cortical thinking.

5. Reach out. Connecting with others is one of our greatest tools. Perry tells us, "The most powerful buffer in times of stress and distress is our social connectedness; so let's all remember to stay physically distant but emotionally close. Reach out and connect." Handling such unprecedented circumstances is nearly impossible on our own. It is ok to reach out, seek help, and accept assistance. Taking care of our own needs is vital when it comes to meeting the needs of our children. An unregulated child cannot be regulated by an unregulated parent.

6. Help others. Many people who have experienced adversity in the past, are in a state of sensitization and vulnerability. They may have experienced poverty, racism, violence, marginalization, etc., increasing their risk for behaviors such as 'comfort' eating, emotional isolation, sleep disruptions, and so on. We can reach out to these individuals who are already prone to an overactive stress response. Perry emphasizes the moral obligation of those of us coming from a privileged background, who have learned resilience and coping strategies in predictable environments, to look after the distressed and marginalized. He states:

The real crisis of this current pandemic is not necessarily the next six months. It really is, What are we gonna [sic] do with the social and emotional toll that this is having on individuals and families, who will remain the most marginalized for the next six decades?

7. Practice good sleep hygiene. It is not unusual for us to be in a heightened state of alarm during this pandemic, feeling the need to always be ready for a threat. We may find ourselves growing physically and emotionally exhausted at a faster pace than normal. Sleeping a bit longer is normal while our bodies are in a heightened state of alertness. We can get more restful sleep if we exercise in the morning or afternoon, wind down with calming activities, and avoid late eating and screen watching.

8. Stay positive and future-focused. As mentioned previously, emotions are contagious. Perry informs us that, "The same way anxiety and panic is contagious, so is calm...Don't underestimate your power to bring calm to others and don't underestimate the impact of dysregulated people on you." When we stay calm and regulated, those around us will feel less distressed. Everybody will be socially, emotionally, and physically healthier if we help each other model positive responses to stress. When we interact with things that deregulate us such as an abundance of negative news stories or relationships with anxious individuals, we can act to get regulated again by "filling our cup," using music, movement, social connections, journal writing, etc.

This is a trying and unprecedented time. Let us be gentle with ourselves and practice self-compassion. Let's allow ourselves to grieve missed time with loved ones, travel plans, celebrations, and stability. We likely won't be as productive as we would normally; we can preemptively decrease our workloads when possible before feelings of exhaustion overwhelm us.

Our families will come out of this with greater personal strength and resilience as we practice self-care, rely on others, and connect with the marginalized around us.

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8 expert tips to help families stay regulated.

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Tools for Transition

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How to Calm Down- Resource for Child

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Calm Down Areas

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Helping Your Child During the Pandemic

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Mindfulness and COVID-19

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With the ever-changing status of schools and many parents working from home without childcare for the foreseeable future, it's hard not to start spiraling. Responsibilities seem endless, the situation dire, and it seems like time to yourself has become a thing of the past...

Take a deep breath. Literally. Feel a little better?

These are trying times, but incorporating mindful practices into your daily routine can help calm anxiety and build healthy coping skills. Here are some tips from our clinicians on making mindfulness work for you and your family.

Being mindful is what it sounds like. Taking time to focus on the present, being intentional and thoughtful about where you are and how you are feeling. Trying to center your thoughts and be in the moment. Sounds simple, but it takes work, especially now when concerns about what the future holds feel so pressing. Mindful activities can help. "Mindfulness isn't complicated," says Jill Emanuele, PhD, Senior Director of the Mood Disorders Center at the Child Mind Institute. Here are some simple activities she recommends:

Squeeze Muscles: Starting at your toes, pick one muscle and squeeze it tight. Count to five. Release, and notice how your body changes. Repeat exercise moving up your body.

Belly Breathing: Put one hand on your stomach and one hand on your chest. Slowly breathe in from your stomach (expand like a balloon) and slowly breathe out (deflate).

Mindful Meal: Pay attention to the smell, taste and look of your food. No multitasking.

Meditation: Sit in a relaxed, comfortable position. Pick something to focus on, like your breath. When your mind wanders, bring your attention back to your breath.

Blowing Bubbles: Notice their shapes, textures and colors.

Coloring: Color something. Focus on the colors and designs.

Listening to Music: Focus on the whole song, or listen specifically to the voice or an instrument.

Right now much of the personal time that used to be part of our daily routines - commutes, time alone at home, going to the store - is not available. This means it's extra important to be intentional about creating space to recharge. Deciding to set time aside each day to practice mindful activities is a great place to start, says Dr. Emanuele. "The morning, before everyone is awake, can be a great time to really ground yourself." Morning mindfulness can help set the tone for the day. "Do deep breathing, meditate, exercise, whatever mindfulness activity works for you," she recommends. Mindfulness doesn't have to be elaborate: "You can try mindful eating or mindful drinking with a cup of coffee. Sit there and just be in the moment. That's mindfulness. Taking five minutes to do that before the day begins is even more important now because this is not our typical routine and we're going to feel very, very out of sorts."

Right now it can feel like trying to do ten things at once is the only way anything will get done. For example, trying to fold laundry, make dinner and watch your child all while on a work call.

But, explains Joanna Stern, PsyD, a clinical psychologist at the Child Mind Institute, multitasking rarely works, and can actually increase stress. "Multitasking is a myth," says Dr. Stern. Instead, she suggests achievable goals for the day, trying to focus on one thing at a time. For example, scheduling work calls during naptime, allowing kids to have a little extra screen time while you make dinner, or asking older children to help fold the laundry while you finish cleaning up.

Mindfulness, explains David Anderson, PhD, a clinical psychologist at the Child Mind Institute, is "Anything that helps everyone take a moment to slow down, stay present, and come together." Designating time to practice mindful activities as a family will help everyone feel less anxious. It could be a daily family yoga session, or a quiet walk in the woods as a group, taking time to focus on the way the air feels, the sound of the birds and the smell of the trees. Another good family mindfulness idea is asking everyone to mention one good thing they heard or saw that day over dinner.

This situation is one of extreme uncertainty. We don't know what will happen, how long it will last or what things will be like when it's over. One thing we do know, however, is that worrying about it won't change the outcome. Learning how to tolerate the uncertainty is a huge part of building healthy coping skills for ourselves, which we then want to model for our children. "Right now it's very easy to let your brain spin out with the frightening possibilities," warns Dr. Anderson. "Practicing mindfulness helps bring us back to the present, and away from the brink."

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How Mindfulness Can Help During COVID-19 - Child Mind Institute

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With the ever-changing status of schools and many parents working from home without childcare for the foreseeable future, it's hard not to start spiraling. Responsibilities seem endless, the situation dire, and it seems like time to yourself has become a thing of the past... Take a deep breath. Literally.

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Emotional Wellness Checklist

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Remote Teaching Tools

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More than ever before, the world is searching for 'how do teachers do it.' Whether in a classroom or at home, we are grateful to everyone helping to keep students learning.

To teachers everywhere, thank you for all that you do.

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Giving teachers and families the tools and tips they need to help keep students learning.

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Setting up Learning a Environment at Home

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Setting up a Learning Environment at Home

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Spanish- embedded learning at home

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embedded learning at home

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Spanish- parent/ Child Shared Reading

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Parent/ Child Shared Reading

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Family Guide for Peer Interactions

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Family Guide for Peer Interactions

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Sample Visual Recipes

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It's June, people! Whether you are trudging your way through the final days of the school year, embarking on an epic summer school journey, or getting yourselves nestled in for a fun summer home with your own babies - it's time for some fun. It's time to loosen the reigns, let your hair down, and get silly with it. We worked out butts off this year (your kids included) and it's time for a well deserved break for everyone involved. These Summer Treats and Snacks fit the bill. Created at the suggestion of a brilliant reader last summer - I was instantly in love with the simplicity and pure joy these brought my students. I even brought these recipes with me to a family trip to Michigan last August and had a blast making afternoon snacks each day with my little cousins.

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Visual Recipes: Summer Treats & Snacks! - The Autism Helper

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It's June, people! Whether you are trudging your way through the final days of the school year, embarking on an epic summer school journey, or getting yourselves nestled in for a fun summer home with your own babies - it's time for some fun.

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Breathing Strategies

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Helping Children Understand Emotions When Wearing Masks

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Feeling Faces Guide and Visual

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Visual for Socially Distant Greeting Ideas

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Reconnecting After Break

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Exercise list

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Keeping Safe from Germs

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Teacher Tools and Visual Supports

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Classroom Visuals and Supports – Head Start Center for Inclusion

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Head Start Center for Inclusion COVID-19 Resources

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Handling Stress- Families

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Taking Care of Yourself- for Parents and Teachers

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Social Story about Wearing Masks

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Social Story about Hand Washing

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Social Story about Hand Washing

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Communicating with Families

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Distance Learning Ideas

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Tips for Read Alouds

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Reading aloud helps to develop a child's love of literature, increases their vocabulary and exposes them to a wider variety of books. It is also an essential part of building crucial literacy skills from preschool all the way to middle school. In addition, reading to your students is a fun and effective way to connect with them.

So, what can you do to make sure your read aloud techniques are engaging students and holding their attention? Keep reading for some ideas about making your read aloud skills top notch.
Choose the right book

One excellent way to get your students involved in the read aloud process is to allow them to select the book you read. Provide a list of approved books and let the students vote on which one you will read aloud that day or assign a student each day to choose the book. Look for books in various genres that are based on your students' interests.
Mix up the location
Now that kids are learning from home, they can listen to you from anywhere in their house. They can go outside and sit under a tree, on a swing or on the porch. They can get cozy on a favorite couch or chair or listen at the breakfast table. Each place where they listen to a book can be as unique as the stories themselves.
Make the read aloud interactive

Occasionally stop reading and get the students involved. Try using sticky notes or a reading journal to have students record their thoughts as you read. Then when you reach a natural stopping point, have them share. Another idea is to ask critical thinking questions, ask students to form an opinion, encourage discussion, or even predict what will happen next.
Engage kids with creativity

Using different voices or accents for each character or acting out parts of the story can make reading aloud more enjoyable for you and your students. Sometimes you may need to read softly or loudly, slow or fast, use funny voices, add facial expressions, throw your arms into the air, or whatever other gestures you need to do to gain their attention. This is also fantastic modeling!
Make a connection
Help your students make connections between the story and their own lives. Ask questions that evoke emotion and reflective inquiry, such as, "What would you do in this situation? Why do you think the character behaved in that way? Have you ever encountered a similar situation? Who does the character remind you of? How does the character feel?"
Dress up

Dress up as the main character of the book you are going to read aloud. This really makes the story come alive. Students can also participate by dressing up as characters or wearing an outfit that coordinates with the theme or location of the book. This really helps set the stage for your read aloud.
Act it out
Get kids to take ownership of the material by conducting a reader's theater in which you treat the text like a scene and have readers act it out as if on stage. This works best with texts that contain a lot of interaction between characters.
Continue the engagement

Look for creative ways to extend the learning of the book. Are there far-off lands that are featured in the book? Find them on a map together. Complete an art project based on the illustrations or theme in the story, listen to music that is in some way related to the story or write a sequel or alternate ending to the story.
What approaches do you use for making read alouds more engaging for your students? Share your ideas in the comments. Are you looking for some great read alouds? Check out Our Top 10 Favorite Read Alouds for Any Age

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8 Tips to Make Read Alouds More Engaging

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Reading aloud helps to develop a child's love of literature, increases their vocabulary and exposes them to a wider variety of books. It is also an essential part of building crucial literacy skills from preschool all the way to middle school.

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Fill in Menu

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Cooking with Children

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Why it's so important to spend time in the kitchen with your children -- and how you can get started
From the WebMD Archives

Parents, grandparents, and youngsters cooking together in the kitchen, sharing family recipes and secrets passed from one generation to the next, is a lost art in many households across America. These days, it's hard for busy parents even to take time out to teach their kids basic cooking techniques.

It's true that including the kids in cooking meals requires time, patience, and some extra clean-up, especially when the children are younger. But many experts think it is well worth the effort.

For one thing, cooking with your kids can help get them interested in trying healthy foods they might normally turn their noses up at. Susan Moores, MS, RD, a spokeswoman for the American Dietetic Association, says she has seen this happen countless times. It's true that kids will be kids -- they'll snack on chips at a school party or enjoy ice cream after a soccer game. But what is most important is how they eat most of the time, Moores says. And that's where parents can play a role. Keep in mind that for kids today, healthy eating essentially means eating more fruits and vegetables, having whole grains and beans when possible, and choosing leaner types of animal foods (even some fish every now and then.)

Encouraging kids to try healthier foods isn't the only benefit of cooking as a family. Among the recommendations in a recent American Heart Association report on overweight in children and teens were:

Reducing the number of meals eaten outside the home.

Having structured times for family meals.

Offering healthier, low-calorie foods.

Involving children in meal planning, shopping, and food preparation.

Indeed, cooking with kids can be the gift that keeps on giving; it has both short-term and long-term payoffs.

Some of the short-term benefits:

It encourages kids to try healthy foods.

Kids feel like they are accomplishing something and contributing to the family.

Kids are more likely to sit down to a family meal when they helped prepare it.

Parents get to spend quality time with their kids.

Kids aren't spending time in front of the TV or computer while they're cooking.

Kids generally aren't eating junk food when they're cooking a meal at home.

Continued

Some long-term benefits:

Learning to cook is a skill your children can use for the rest of their lives.

Kids who learn to eat well may be more likely to eat healthfully as adults.

Positive cooking experiences can help build self-confidence.

Kids who cook with their parents may even be less likely to abuse drugs.

Less likely to abuse drugs? It makes perfect sense if you consider a report from The National Center on Addiction and Substance Abuse at Columbia University. In the report, Family Matters: Substance Abuse and the American Family, the center recommends 10 steps parents can take to prevent substance abuse. Among them are these three:

1. Be caring and supportive of your child.
Parents get many opportunities to compliment and support their children while they're in the kitchen together. How important is this? Parental praise, affection, acceptance, and family bonding -- as perceived by children -- are all associated with a reduced risk of substance use. An excellent relationship with either parent is associated with a reduced risk for substance use than the average teen.

2. Open the lines of communication.
Kids having fun in the kitchen, elbow to elbow, are likely to interact with each other and with their parents. Cooking together gives parents and children time together to talk and share thoughts and stories. "Communication doesn't start when your child is 17," says Ross Brower, MD, deputy medical director for the Weill Cornell Medical Center. "It should start when your child is 3."

3. Eat dinner together regularly.
Involving your kids in the kitchen is a big stepping-stone to getting them to appreciate family meals. Because of challenging work, school, and sports schedules, many families struggle to sit down to even one daily meal together. But you can start by maximizing weekend opportunities to eat together.

How to Start Cooking with Your Kids

One good place to start is the first meal of the day: breakfast. Evidence suggests that eating breakfast improves memory and test grades (some elements of a healthy breakfast are high-fiber and nutrient-rich whole grains, fruits, and dairy products).

Pressed for time in the morning? Start cooking breakfast with your kids on the weekends, during the summer months, or on school holidays.

Continued

For many of us, dinner offers the best opportunity for cooking with our children day in and day out. One tip: Set out some washed and sliced fruits and vegetables to munch on, and nutritious or zero-calorie beverages to sip while you're cooking. This means the children (and you!) will be less likely to nibble on the dinner ingredients while you work.

And just how old do your children have to be to help out in the kitchen? Many start to express an interest in cooking at around 2 or 3, and that's not too early to start.

Especially for younger children, it's important to set your kids up for success. Structure the work area so they are less likely to spill. You can also have them do their measuring with a jellyroll pan underneath to catch any spills.

Remember that the easier dishes are to prepare, the more likely the kids will try making them again. Start with things like breads, muffins, pasta, smoothies, and fun sandwiches. Slowly work your way up to the fancier stuff. Here are some age-appropriate cooking skills your children should be able to master.

Under 5 years old:

Scrub, dip, tear, break, and snap (for example, snapping the ends off green beans)

Shake, spread, and cut with a cookie or biscuit cutter

Peel (some items), roll, juice, and mash

Remove husks from corn

Wash vegetables in a colander

Measure and pour some ingredients

Hand mix

8-10 years olds:

Everything listed above, plus some more advanced duties, such as:

Cracking and separating eggs

Reading some recipes by themselves

Inventing their own easy-to-fix recipes

Using the electric mixer (with adult supervision if needed)

Stirring food over the stove (with adult supervision if needed)

Using and reading a candy thermometer (with adult supervision if needed)

Operating a can opener or food processor with safety features

Grating cheese

Cutting vegetables, fruits, etc. (using a plastic knife or dinner knife)

Kid-Friendly Recipes

Here are a few recipes that your children should enjoy making and eating.

Continued

Perfect Pita Pizza

Journal as: 2 slices of bread + 2 ounces of low-fat cheese (plus any toppings you use)
OR 1 light frozen dinner
OR 1 veggie burger without added fat.

This pizza can be assembled by children of any age, though the baking needs to be done by someone aged preteen to adult.

1 large pita bread (use whole-grain if available)
1/8 cup low-fat ricotta cheese
1/8 cup bottled pizza sauce or marinara sauce
1/4 cup shredded part-skim mozzarella cheese
Favorite pizza toppings (sliced mushrooms, less-fat pepperoni or lite salami, chopped green pepper or green onions, chopped red onion, pineapple chunks, and lean ham, etc.)

Preheat oven to 450 degrees. Place pita, rounded side down, on a baking sheet.

Spread ricotta cheese over the pita (leaving a crust-like edge around the pita). Spoon the pizza sauce over the cheese and add desired toppings. Sprinkle mozzarella over the top and bake for 6-8 minutes (watch carefully so it doesn't burn).

Yield: 1 serving

Garden Stuffed Potatoes

Journal as: 1/2 cup "starchy food and legumes with fat" + 1/2 cup vegetables without added fat + 1 ounce low-fat cheese OR 1 cup hearty stew.

This recipe can work for kids of all ages, though an older child or adult should work the microwave and an adult would need to handle the broiler. Younger kids could chop the green onions with a plastic knife, mix the potato and sour cream mixture together with a fork, and stuff the potato halves. Kids 5 and up could use the cheese grater, too.

2 large Russet baking potatoes
1 to 2 green onions (the white and part of the green), finely chopped
1/4 cup nonfat or light sour cream
1 tablespoon whipped butter or less-fat margarine
Black pepper to taste
1/2 teaspoon parsley flakes
1/2 teaspoon Italian herb blend
1/2 cup reduced-fat, shredded sharp cheddar cheese
3 tablespoons shredded Parmesan cheese
1 teaspoon minced garlic (or 1/4 teaspoon garlic powder)
1 cup cooked, chopped broccoli florets

Microwave or oven-bake (with adult supervision) potatoes until tender (don't forget to stab with a fork a few times before cooking). Meanwhile, in a medium-sized bowl, mix together the remaining ingredients (except broccoli) with a fork.

Carefully, with adult supervision, cut potatoes in half and scoop out the center, leaving about 1/2 inch of potato around the skin. Add the scooped-out potato and the broccoli pieces to the mixture in the bowl. Mix with fork, then spoon into potato halves.

Microwave each potato half on HIGH for about 1 minute or broil (with adult supervision) all the potato halves until lightly brown on top.

Continued

Yield: 4 side servings

Quick Bruschetta

Journal as: 1 slice bread + 1/2 cup "vegetables with 1 tsp. fat."

This recipe is appropriate for children of all ages, if they use a plastic knife to cut the tomatoes and an adult helps them with the toaster.

3 fresh, ripe Roma tomatoes
4 fresh basil leaves
1 teaspoon fresh oregano leaves (or 1/4 teaspoon dried oregano flakes)
1 teaspoon bottled minced garlic (or 1/4 teaspoon garlic powder)
4 slices sourdough, French or country-style bread, about 1/2-inch thick
1 1/2 tablespoons extra-virgin olive oil
Salt and pepper to taste

Wash the tomatoes, then cut down the middle with a plastic knife and remove most of the seeds and juice. Chop into small pieces, and add to small bowl.

Tear or chop basil into small pieces, then add to tomatoes in bowl, along with the oregano and garlic.

Toast bread slices to desired brownness. Spoon the tomato mixture evenly over the toasted bread slices, then sprinkle with salt and pepper. Drizzle about 1 teaspoon of olive oil over the top of each tomato-topped bread slice.

Yield: 4 servings

Egg Mock-Muffin Sandwich

Journal as: 2 slices bread + 1 egg alone without added fat + 1 ounce low-fat cheese
OR 1 light frozen dinner
OR 1 sandwich and burger lean meat

This recipe is best for pre-teens and up (aged 10 and older), but younger kids could whisk the egg mixture and help toast the muffins in a toaster.

2 English muffins, toasted
1 large egg
1/4 cup egg substitute
2 slices Canadian bacon
2 empty tuna cans (or similar cans), washed and label removed
2 slices less-fat American or cheddar cheese slices
Freshly ground pepper
Canola cooking spray

Coat half of a 9" or 10" nonstick frying pan with canola cooking spray and heat over medium heat (with adult supervision). In a small bowl, beat the egg with egg substitute with a fork or whisk and set aside.

Place Canadian bacon in the pan, over the sprayed area. Spray the inside of the tuna cans with canola cooking spray, and set on the nonsprayed side of the frying pan to start heating. When bottom side of the bacon is light brown, flip over and cook other side until light brown. Remove bacon from pan and set aside.

Pour 1/4 cup of the egg mixture into each tuna can. Sprinkle with freshly ground pepper to taste. When the surface of the egg begins to firm, cut around the inside of the cans with a butter knife to free the edges. Turn the eggs over with a cake fork (with adult supervision), and cook for one minute more. Remove eggs from can.

To assemble each sandwich, layer an English muffin bottom with a slice of cheese, then an egg patty, a piece of Canadian bacon, and the muffin top.

Continued

Yield: 2 sandwiches

Sources

SOURCES: Journal of the American Dietetic Association, Volume 105, No. 5, 2005. Circulation, 111: 1999-2012, 2005. Family Matters: Substance Abuse and The American Family, The National Center on Addiction and Substance Abuse at Columbia University, March 2005. Overweight in Children and Adolescents, the American Heart Association. Ross B. Brower, MD, deputy medical director, Adolescent Development Program, Weill Cornell Medical Center. Susan Moores, MS, RD, spokeswoman, American Dietetic Association.

Elaine Magee, MPH, RD, is the author of 25 books, including Someone's in the Kitchen with Mommy.

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Why it's so important to spend time in the kitchen with your children -- and how you can get started From the WebMD Archives Parents, grandparents, and youngsters cooking together in the kitchen, sharing family recipes and secrets passed from one generation to the next, is a lost art in many households across America.

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Ruler Program

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RULER Training

RULER implementation begins with personal and professional learning for leaders and educators, and continues with classroom instruction for students and family engagement and education.

The RULER Training Institute is the first step to bringing RULER to a school. A small team from the school (one principal and two educators or mental health professionals) attends the institute, either in-person or online. Following training, the team who attends receives remote coaching and online resources to lead RULER implementation in their school community.

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RULER - Yale Center for Emotional Intelligence

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The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. These skills and tools are introduced to all stakeholders in the school community-school leaders, teachers, staff, students, and families.

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list of books

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Common Sense Media editors help you choose Best Books for Preschoolers. These terrific tales teach kids that reading is fun.

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Ideas for journal writing

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Being able to recall and reflect on events that have happened during the day is an important skill for children to learn. One of the best ways to reinforce this skill is to offer journal writing in preschool. Classroom schedules should allow a few minutes each day for children to quietly reflect on the events of the day. Perhaps students can jot down a word or draw a picture of some of the important or memorable things that may have happened over the course of the preschool day.

Giving ample time and providing the right materials for journaling is important. Writing materials should always be within reach of the students, as well as a labeled journal for each child. Schedule time each day for journaling activities, but also allow children access to their journals during other parts of the day. Allowing children to write or draw when they want to will not only help exercise their recalling and reflecting skills, but will also provide a safe place for children to collect their thoughts.

The Journal Center

An ideal classroom will have ample space for a dedicated journal center. Since this may be an impossibility for many classrooms due to space, it is possible to create a mobile journal center that will take up very little classroom space.

To create your own simple journals for children, use two sheets of 9 x 12 inch construction paper. Place several pieces of white copy paper between the sheets of construction paper and staple along the edge like a book. Label the front of the journal with the student's name. This simple journals are not meant to last forever, so be sure to inspect them on a weekly basis. If they are showing signs of wear, be sure to create a new one for the student. Place the completed journals in the students file to be used later for assessment or child care anecdotal records.

Provide all types of writing utensils in the journaling center. Some ideas are:

Pencils

Markers (broad and fine)

Colored Pencils

Pens

Highlighters

Colored gel pens

Word and letter stickers

Alphabet stamps

Crayons

Old magazines

Scissors

Glue sticks

Journaling Ideas

It is not enough to just provide space and materials for preschool journals. While many children will have no problem deciding what they would like to draw and write in their journals, some children may have difficulty choosing a topic. You should certainly allow children to write whatever they would like to in their journals, but it is equally as important to provide a question or a topic for children. Create a specific time for journaling at the end of the day and ask questions related to your weekly theme. Or ask children to reflect on a certain aspect of the day such as a special celebration, a field trip or a fun activity. For those days when your creativity is running low, try some of these journaling ideas:

What would you buy with $100?

Where would you like to go on vacation?

What if you could fly?

What is your favorite animal?

Show me the people in your family.

What was the best thing about today?

What was your least favorite thing about today?

Do you have a pet? If you don't, which animal would you like to have as a pet?

Nothing Beats Journaling!

Few activities will provide children with an opportunity to practice recalling and reflecting on their day as well as journal writing. When children are younger, teachers can discuss the pictures the children have drawn and write down the children's reflections. As children grow, allow them to write the words themselves using inventive spelling. Save the finished journals to show the progression of writing skills from the beginning of the year to the end.

References

"More Than the ABCs"; Judith A. Schikedanz; 1996

Photo Credit: duboix on Morguefile.

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Journal Writing Activities for Preschool: Classroom Ideas to Get You Started

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Journal writing in preschool will allow children to reflect on their day using pictures and words as well as enhance their fine motor development and pre-writing skills. This article contains tips to creating your own preschool journaling center as well as writing prompts for preschoolers.

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ideas to learn letters

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Teacher Strategies

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1. Teachers were collaborators. For so many teachers, education and community went hand-in-hand. This spirit was on full display as teachers reached out to each other to brainstorm, troubleshoot, create resources, talk through their trial and error processes, and collaborate.

"I work with a fabulous team. We collaborate and share the tasks of making and posting assignments. I can always ask for help from them." (Washington, Grade 3)

Though they were no longer down the hall from colleagues, successful models of meeting the diverse needs of learners involved teachers who continued to work together to ensure that students had access to the resources they needed.

"I have also been working closely with the Special Ed Department to make sure all students on Ed. Plans can access material, and it is modified to their needs." (Massachusetts, Grade 4)

Many teachers collaborated beyond their circle to work with teachers around the country and around the world. They connected with other educators through social media to get ideas, forming their own virtual professional learning communities. One high-school teacher from Pennsylvania even mentioned that she joined a Twitter professional learning network "for inspiration and support."

"I am working with other colleagues at my school as well as joining groups on social networking sites to discuss solutions." (Florida, Grade 3)

Other important collaborators for teachers were the parents and caretakers of the children with whom they work. Teachers made meaningful and purposeful connections with families, demonstrating their care for the role of families and their students.Teachers put forth intensive efforts to connect and communicate with families throughout the school building closures. Teaching, unsurprisingly, became about so much more than instruction.

"I changed my focus to building connections and supporting families in need." (Connecticut, PreK)

"I have begun sending out an individualized email to each student (copying parents) checking in on them, praising their accomplishments and encouraging them to work hard." (Virginia, Grade 7)

"I'm learning with my families as we go and try[ing] to set realistic goals to accomplish each day." (Illinois, Grade 7)

2. Teachers sought balance. Teachers faced extended hours teaching, reaching out to students and their families, learning new technologies and researching curricular resources better suited to the online platform. Many teachers also had families they were caring for at home and even their own children were engaged in remote learning. Teachers discussed the ways they attended to their health and well-being; simply turning off their screens all played a vital role.

"I'm trying my best to turn my phone off on the weekends to parents['] texts/emails..." (Massachusetts, Grades 1-5)

Teacher resilience: 3 practices of teachers who toughed it out during remote learning

Teachers cared deeply about the students and families with whom they worked. It was not surprising, then, that they kept the whole person in mind when making decisions about teaching and learning. Many found success treating students as people first.

"[I tried] not adding more stress to a stressful situation." (California, Grade 5)

3. Creativity and flexibility were teachers' mojo! Teachers seemed to exhibit the greatest agency in the area of instruction. Here their creative sides flourished as they sought to find ways to better engage learners, to use what they know to be developmentally appropriate instructional strategies and more.

A public high school teacher from Colorado shared this success:

"...I talked my principal into allowing us to do asynchronous instruction. This has helped a lot, especially for those families that have only one computer." (Colorado, Grades 11-12)

"For seniors, I have incorporated music lyrics as poetry analysis and letting them choose their own songs to analyze in an attempt to keep them engaged." (Massachusetts, Grades 9 and 12)

We often heard from specialist teachers (music, art, PE) that they were struggling to connect with learners. It is here that we saw a wonderful mash-up of creativity and collaboration.

"[I have been] dropping into classroom teacher's google meets as a special guest." (Virginia, PreK-5)

This flexibility was demonstrated by teachers across the country as not just simply a practice but also a mindset.

"Some families want more to do, some families are totally overwhelmed. So to try to accommodate all their needs, I offer a mix of "required" instructional small group meetings and several optional drop-in enrichment or support online meetings." (Washington, Grade 3)

Teachers told us, "I was never prepared for this," and "I've learned more in the last 3 weeks than I have in the last 10 years." Our teachers are rock stars - they have demonstrated determination and compassion throughout this crisis and we as a nation have much to learn from them.

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Teacher resilience: 3 practices of teachers who toughed it out during remote learning

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1. Teachers were collaborators. For so many teachers, education and community went hand-in-hand. This spirit was on full display as teachers reached out to each other to brainstorm, troubleshoot, create resources, talk through their trial and error processes, and collaborate. "I work with a fabulous team.

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Emotional Check Ins with Students

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Check-in with Students: Emotions, Wellbeing, and Remote Learning

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Check-in with students by asking, "How are you feeling?" This Microsoft Forms template helps you check-in with each of your students and provides a digital space where they can practice reflection and self-expression. It's a way to understand wellbeing and to include some social-emotional learning (SEL).

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Ideas for arts and crafts

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suggestions for fine motor play

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suggestions for sensory play

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Managing Distance Learning

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A preschool education director shares what her school is doing to keep kids' screen time to a minimum while fostering play-based learning at home.

Our current health crisis has given remote learning a global platform, with stay-at-home orders closing school buildings across the country. For early childhood educators who promote play- or project-based approaches, going remote can be a particularly daunting task.

Preschools rely heavily on an openness to free play within carefully curated environments. Through play, children develop foundational social and emotional, executive functioning, and academic skills. Early childhood educators often act as facilitators, building upon children's natural curiosities. To inspire play, we curate spaces with open-ended materials that provoke children's engagement with each other and their surroundings.

Even as preschools have closed their doors and transitioned to remote learning, it is essential that these core principles remain. It is possible to work with families to establish play-based, child-centered learning that pushes beyond engaging with a screen. At my school, we are keeping virtual meetings short-a maximum of 30 minutes-and instead giving families tools to foster learning at home.

Once a week, we host a large group sing-along with about 30 families. All other virtual meetings are in small groups of three to six children to accommodate turn-taking and ensure all children have opportunities to speak. Attendance is voluntary.

Here are the other things my preschool is doing to help families continue the learning at home-while staying true to what young children need most.

7 Ways to Make Distance Learning Work in Preschool

1. Let children guide you: Although we're not together, children are still playing, exploring, and learning in their homes. Ask families to submit photos or videos of children's play. Look for trends in this documentation. During the small-group meetings, we display these photos or videos so children's voices are heard and teachers are not the only leaders of remote discussions.

To take an example from my school, one of our teachers noticed a trend in the photos and videos we were receiving from families in one small group: Several children were playing with trains, cars, or trucks at home. During a virtual class meeting, this teacher sang automobile-related songs and posted videos of children playing with their automobiles so that children could see themselves and their friends. The children then discussed and compared their play.

2. Provide meaningful alternatives to screen time: Children between the ages of 2 and 7 are still in the preoperational stage, and it is developmentally inappropriate to expect their learning to be entirely screen-based. With the automobile-inspired play, the teacher invited children to continue their exploration after their virtual meeting by building automobiles using cardboard boxes. The teacher then invited families to share photos or videos of their children's creations.

To inspire these real-world prompts and ensure that they're feasible in your students' homes, invite families to submit photos of their spaces or survey them to better understand the resources available to them. At our school, we've had at least half of families in each class share these details with us.

3. Remember that families are your partners: Families are excellent allies and can support you by extending children's learning at home. However, we must remember that families have other responsibilities outside of supporting us with our lessons. Make attendance at the virtual meetings voluntary, and if a family misses one or neglects to complete a project, send a note to check in and share what was missed, but don't require participation.

4. Remote relationship-building is critical: Relationships are the bedrock of our schools. Although we cannot be together, we can stay in touch and show we care. Work as a staff to connect with families once a week over the phone or via video chat-whatever works best for them. Send a school-wide email every day.

To ensure that this work is spread sustainably across your staff, create a schedule with faculty that rotates responsibility for writing the daily email so that each person's voice is heard. Ideas for daily emails include: a note of gratitude, video recordings of read-alouds or songs, child-friendly cooking recipes, and directions for how to use household items to make paint or build an imaginary structure.

5. Music is magical: Children respond well to singing and dancing online. For a child, participating in a song or dance is an easy way to engage with a screen because they can follow the leader. The rules of this interaction are clear and translate well into an online format. Try a school-wide sing-along or use songs intermittently to re-engage children who may be distracted during a virtual meeting.

6. Leverage your tech-savvy team members: Even if your school is typically a low-tech environment, there are likely teachers or families who are tech-savvy. Lean on them for their creativity. Taking your school online is a collective effort-any idea is worth trying.

7. Be kind to yourself: Previous metrics of success no longer apply. Measure your success in participation and smiles. If children are disinterested during a virtual meeting, remember that they are young and this is new to everyone. Don't take abrupt exits personally. If overall attendance is dwindling, call or survey families to find out what they need and try your best to adapt. Lastly, acknowledge that you cannot be the exact right thing for everyone at all times. We are all just doing our best.

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7 Tips for Managing Distance Learning in Preschool

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A preschool education director shares what her school is doing to keep kids' screen time to a minimum while fostering play-based learning at home.

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Ideas for Self Reflection

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Self-reflection is a tool that kids and adults can benefit from. Reflecting on one's actions and behaviors is a great way to grow as an individual and to meet personal goals. Think about a time you've set a personal goal. Maybe you wanted to start exercising and lose a few pounds. By self-reflecting on a day's events, you can determine what worked in meeting your goal and what didn't work. You can intentionally put a finger on the parts of your day that helped you meet your goal of going to the gym and what stood in the way of eating healthy meals. Self-reflection is essential for goal-setting! Most of these occupational therapy activities are free or inexpensive ways to address self-reflection in kids.

These self-reflection activities can be a vehicle for helping kids to address areas of functioning in several areas. Improving self-reflection can help kids with self-regulation, knowing what coping strategies to pull out of their toolbox, how to act with impulse control, how to better pay attention, how to improve executive functioning skills, and how to function more easily.

Additionally, self-reflection pays a part in mindfulness. If we are practicing attentiveness in the moment and attending to internal and external experiences, we can self-reflect on what worked, what didn't work, and how to make things work better next time.

Self-reflection can be so helpful in social-emotional skills, academic learning, functional task completion, organization, and well-being!

Self-Reflection Activities for Kids

One of the first steps in raising self-reflection to to help kids be more self-aware. They can use tools to improve mindfulness to notice how they feel, how the react, or how they behave. Most kids will struggle with this ability in the moment (It's tough for adults, too!) but they can identify what worked and what didn't work in a particular situation through conversation.

Using self-control strategies like the Zones of Regulation can be helpful in talking about feelings and self-awareness.

Explore along with the child. When a child is playing or exploring their environment, it can be helpful to play right along with them. Use play experiences to communicate through play.

Use play experiences to mirror actions. When a child is playing, play right along with them! Mimic their actions and words to be more aware as a caregiver of the details of a child's interactions and to bring awareness for the child. Use this tactic only when the child is in a positive mood. Mirrored actions should not be completed when a child is behaving poorly or to bring attention to behaviors.

Reflect on the day as a family. Plan a family meeting and talk about the good, the bad, and the ugly of the day. It's a good way to talk about ways to work on areas of need.

Create a Choice Collection. Come up with options that include coping strategies or tools to use in different environments. These could be part of a sensory diet or self-regulation strategies.

Use a journal to self-reflect through words or drawings.

Act out situations and how the situation played out. Consider adding dolls or toys for characters in the situations.

Model appropriate behaviors and self-reflection through conversation.

When saying "calm down" just isn't enough...

When a child is easily "triggered" and seems to melt down at any sign of loud noises or excitement...

When you need help or a starting point to teach kids self-regulation strategies...

When you are struggling to motivate or redirect a child without causing a meltdown...

When you're struggling to help kids explore their emotions, develop self-regulation and coping skills, manage and reflect on their emotions, identify their emotions, and more as they grow...

What self-reflection strategies do you use?

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Self-Reflection Activities for Kids - The OT Toolbox

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Self-reflection is a tool that kids and adults can benefit from. Reflecting on one's actions and behaviors is a great way to grow as an individual and to meet personal goals. Think about a time you've set a personal goal. Maybe you wanted to start exercising and lose a few pounds.

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dramatic play ideas

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Do you need dramatic play ideas to spice up your pretend play area? If your play pretend play area needs a refresh, you're in the right place!

Dramatic Play Ideas for Preschoolers

Pretend play is one of the most effective ways to help young children learn important academic skills in preschool. Setting up your dramatic play center as a basic home-living or housekeeping center is a great way to get started. But if you really want to engage and motivate your little learners, then you'll want to try out some of these creative dramatic play ideas to give your center a makeover.

Why is Dramatic Play Important

There are so many social, emotional, and academic benefits young children learn when they're engaged in dramatic play. Here are just some of those benefits:

Attention Spans - Have you ever noticed that your kids can't seem to sit and listen to a story for very long, but they could play forever in the dramatic play center? It turns out, when they're given uninterrupted chunks of time to play, your kids are developing increased attention spans.
Oral Language - Young children talk to each other in the dramatic play center, talking to their peers freely helps them develop critical vocabulary skills. When they talk to each other they're practicing both receptive and expressive language skills, which both have a direct relationship to future reading success.
Self-Regulation - Concepts like sharing and taking turns are important life skills that can be learned while engaging in daily dramatic play experiences

Dramatic Play Themes for Preschool

Apple Orchard Dramatic Play Center
Picking apples has never been so much fun! Your kids will have a blast picking apples and so much more in this adorable apple orchard dramatic play center.

Car Repair Shop
Your little mechanics will love fixing and repairing cars in the car repair shop dramatic play center.

Best Dramatic Play Themes

Fire Station
Putting out fires and responding to emergency calls will be the highlight of your student's year in this fire station dramatic play center.

Dramatic Play Prop Boxes

Dramatic Play Theme Ideas

Dramatic Play Prop Boxes

Sandwich Shop
Your little learners will love ordering and making sandwiches in this sandwich shop dramatic play center!

Space Center
A space station dramatic play center offers many opportunities for your students to experience math, literacy, science, and STEM in fun and meaningful ways. Your little astronauts will love playing and learning in their very own space station!

More Dramatic Play Ideas

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Ultimate List of Dramatic Play Ideas for Preschoolers - Pre-K Pages

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Do you need dramatic play ideas to spice up your pretend play area? If your play pretend play area needs a refresh, you're in the right place! Pretend play is one of the most effective ways to help young children learn important academic skills in preschool.

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Morning Meeting Ideas

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A preschool morning meeting can be a great way to start off the day in your early childhood classroom. Many preschool, pre-k, and kindergarten classrooms have successfully implemented a morning meeting routine into their daily schedules.

If you're wondering what a morning meeting is, why you should have one, and how to get started, then you're in the right place!

Preschool Morning Meeting Ideas

Sometimes, just making one simple tweak to your daily schedule or routine can make the difference between having a good day, or a bad day.

Changing a routine that you've had in place for a long time can be difficult, it's kind of like dieting if you really think about it. You may feel the need to hold on to the way you've always done things because it feels familiar and comfortable.

Starting a preschool morning meeting routine in your classroom is very easy! In fact, if you've ever done circle time, you'll already be familiar with some of the components.

What is Morning Meeting?

A morning meeting is a short period of time where you gather together with the children in your classroom as a whole group.

During this brief time you're going to set the tone for the day by focusing on community building and reviewing the schedule for the day. Are you with me so far? Good! It's really not that difficult - pinky swear!

Why Morning Meeting?

There are many benefits of adding a morning meeting into your daily routine. A morning meeting can help you get the school day off to a great start.

Every morning meeting routine may look a little different according to your program's requirements, but here are the basics of an effective morning meeting routine:

Good Morning or Welcome Song

Attendance

Review the Schedule for the Day

Make a Plan

How to Get Started with Morning Meeting

So, how do we get started with a preschool morning meeting routine to build community in the classroom? The first step is to do what we do best, we sing! Yep, you read that correctly, start your morning meeting with a welcome or good morning song. This song will serve as an auditory signal to the children that your day is beginning.

If you add hand and body movements to your song you'll engage more children. You can even add props to serve as visuals to go along with your song. Now you've got their hands, feet, eyes, ears, and mouths engaged, you're off to a great start! See, I told you this wasn't difficult.

My favorite good morning song is Rise and Shine by Dr. Jean, but there are many others you can choose from.

Attendance

After you sing your good morning or welcome song, you can move into your attendance routine. Your attendance routine could be anything you want it to be. Many teachers use a Question of the Day for taking attendance.

Others use student name cards in a pocket chart or on a magnet board, students put their name cards on the left side of the chart if they are at school and the right side if they are at home.

Whichever method of attendance you use, the most important thing is to look at the chart together to discuss their observations. You can take time to count students present and absent, compare the numbers of absent and present students, and even take time to wish your absent students well.

Daily Picture Schedule

Next, you're going to want to review your daily picture schedule with your students. Having a daily picture schedule is such an important part of establishing successful routines and transitions in your classroom - you definitely don't want to skip this part!

To review your daily schedule with your students, point to the first - or current, picture on the chart and remind them that this is what you're doing right now. Then, point to the next picture as you say "This (name the thing) is what we're going to do next."

Then point to the next picture and say, "After (the thing) then we're going to..."

If there are any changes to your daily routine, this is the time to point them out to the children.

Make a Plan

Now it's time to set the tone for the entire day. Making a plan is very subtle and may not even be obvious to any observers in your classroom.

For example, if you noticed that centers were a little out of control yesterday, you might remind the children that "Today, during center time we're going to be looking for children who are ... (insert desired action)." This is making a plan for the day, you're laying out a plan for the students that will help them have a better day than yesterday.

If your daily schedule is really long, don't spend too much time on each piece, just the most critical ones. Remember, it's important to keep your morning meeting time short and focused to start your day off on the right foot.

Now you can transition to your next activity, which should be an active one to create a balanced schedule. If you're wondering about circle time, that part comes later.

The Teaching Tribe

If you have questions about morning meeting, or any other preschool topic, the best place to get your questions answered is in the Teaching Tribe. We have many printable lessons and on-demand video training to help you be the best teacher you can be! If you want to get on the waiting list for the Teaching Tribe, do it soon so you don't miss the next open enrollment period!

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Preschool Morning Meeting Ideas - Pre-K Pages

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Are you looking for preschool morning meeting ideas? What is a morning meeting? What does it look like in a preschool or pre-k classroom? How do you get started with a morning meeting? Here you'll find the answers to all these questions and more!