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On this page you will find resources you can use to support the children you care for. Click on each link to be taken to a page that provides more information on each topic.

Visit our self-care tab for tips on taking care of yourself to better support the children you work with.

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On this page you will find resources you can use to support the children you care for. Click on each link to be taken to a page that provides more information on each topic. Supporting Children with Challenging Behavior Supporting Children's Play Supporting Children's Social Skills While Social Distancing Supporting Inclusion, Diversity, and Acceptance Back...

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This virtual Calming Room was designed to assist students in finding different strategies and tools for managing emotions. Hopefully this resource is helpful and used proactively, or when life gets a bit overwhelming.

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The following resources were developed to support families and professionals as they work together to support young children with challenging behavior. The first section provides information to help you better understand a child's challenging behavior using the ABCs of behavior. The other three sections provide more information of specific Prevention, Teaching, and New Response strategies to provide more detailed support in reducing challenging behavior in young children.

Understanding Prevent, Teach, and New Response Strategies- This section breaks down Prevention, Teaching, and New Response strategies to help you choose strategies to decrease your child's challenging behavior.

Applying the ABCs of Challenging Behavior

Prevent Strategies- These strategies are designed to help prevent challenging behavior.

Teach Strategies- These strategies aim to help you teach your child functional skills they can use rather than engaging in challenging behavior.

Request to Be Done

New Response Strategies- These strategies highlight how to respond when your child engages in challenging behavior.
Other Resources to Support Social Emotional Development

Family-Professional Partnerships

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The following resources were developed to support families and professionals as they work together to support young children with challenging behavior. The first section provides information to help you better understand a child's challenging behavior using the ABCs of behavior. The other three sections provide more information of specific Prevention, Teaching, and New Response strategies...

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1 year free for teachers

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Oops!
You are lost, as lost as the little i who lost his dot.

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Fred Rogers Center for Early Learning & Children's Media

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What We Can Continue to Learn from Fred Rogers

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What We Can Continue to Learn from Fred Rogers e-newsletter by Hedda Sharapan

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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Tuesday, November 17, 2020

Registration Deadline - Monday, October 5, 2020

Teacher Registration Volunteer Registration

Embracing Our Differences, in partnership with Manatee and Sarasota County school districts and the Early Learning Coalition of Sarasota County, will offer a unique classroom virtual reading opportunity during the 2020-2021 school year promoting kindness though "bucket filling" in early learning centers and kindergarten through third grade classrooms.

All volunteers will read to students virtually this year whether students are in classrooms and/or meeting virtually.

NEW! Teachers who plan to combine classes for their virtual reading need only fill out one registration form.

Classroom, student and volunteer books will still be distributed via methods consistent with individual district re-opening plans and CDC guidelines.

Sarasota Virtual School and eLearning Manatee classrooms are welcome to participate.

Book Selections

The selections below are designed to promote kindness, appreciation and love by "filling buckets." Participating classrooms will be gifted with a copy of a book below.

Kindergarten and Early Learning Centers
Fill A Bucket This award-winning prequel to Have You Filled a Bucket Today? is the perfect gift for anyone with little ones they love. When children have their buckets filled and learn how they can fill other people's buckets too, they understand how special, valuable, and capable they are.

First Grade
Have You Filled a Bucket Today? A Guide to Daily Happiness for KidsThis book encourages positive behavior by using the concept of an invisible bucket to show children how easy and rewarding it is to express kindness, appreciation and love by "filling buckets." This book also helps readers understand that "bucket dipping" is a negative behavior, not a permanent label, and that it's possible to fill or dip into our own buckets.

Second Grade
Bucket Filling from A to Z This book uses the letters of the alphabet to help young and old see the many, simple ways they can fill others buckets while also filling their own. When you help children become bucket fillers, you give them the key to happiness, for it is in friendship, love and good will to others that we are truly happy. Yes, bucket filling is the moment by moment choice to be kind and caring.

Third Grade
Buckets, Dippers and Lids: Secrets to Your Happiness We "use our lid" to protect and keep the happiness inside our bucket. Offering charming illustrations with personified buckets, dippers and lids, readers learn what gives happiness, what takes it away and what protects it. This concrete concept helps children grow in understanding, kindness, self-control, resilience, empathy and forgiveness.

Additionally, all participating students will receive their very own copy of either My Very Own Bucket Filling from A to Z Coloring Book ( Early Learning Centers, Kindergarten & First Grade) or My Bucket filling Journal: 30 Days to a Happier Life ( Second & Third Grade).

About Bucket Fillers Reading Day

"Bucket filling" is when individuals, without being asked, give compliments and spread good feelings to others. The Bucket Fillers' books are heartwarming stories that encourage positive behavior by using the concept of an invisible bucket to show children how easy and rewarding it is to express kindness, appreciation and love by "filling buckets."

People who "dip" into our buckets often rob us of happy feelings by refusing to help with a task or by saying and doing cruel things. The simple metaphor of a bucket helps all age-levels understand the importance of consideration and love, particularly towards those who bully.

1. Be a bucket filler. You can fill a bucket by sharing kindness, love, or even simply a smile with those around you. Be a helper, be a good friend and you'll fill your own bucket as well as the buckets of everyone you meet.

2. Don't dip into buckets! Often bullies have empty buckets themselves. But dipping into someone else's bucket won't fill your own. Don't be rude or mean to others.

3. Use your lid. Every bucket has a lid, of course. Use yours to protect yourself from bullies who may say or do hurtful things. Don't let their mean ideas sneak into your bucket of positive thoughts and emotions.

One way to promote kindness and caring behaviors in classrooms is to model them. When we show our students what it looks and sounds like to be kind, there is a far greater chance they will repeat those modeled behaviors and value themselves and each other while being helpful and compassionate classmates.

About The Author

Venice, Florida author Carol McCloud, a.k.a. the "Bucket Lady," enjoys teaching people of all ages, all over the world, how to be happy. The secret: "Be a Bucket Filler. Be Kind." She's undertaken a "mission for meaningful happiness" with the help of her small team at her company, Bucket Fillers, Inc., which was founded in 2006.

A graduate of Oakland University's School of Education and Human Services, in Rochester, Michigan, Carol spent 20 years in education as a teacher, youth mentor, and early education director. As Adjunct Professor for the Florida Keys Community College in the 1990s, Carol taught early childhood classes and served as president of the local NAEYC affiliate. It was during those years that Carol first learned about the "bucket" concept. Read More.

© Bucket Fillers, Inc. All Rights Reserved. © 2006 - 2020 Independent Publishers Group, LLC. All rights reserved.

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Teacher Registration Volunteer Registration Embracing Our Differences, in partnership with Manatee and Sarasota County school districts and the Early Learning Coalition of Sarasota County, will offer a unique classroom virtual reading opportunity during the 2020-2021 school year promoting kindness though "bucket filling" in early learning centers and kindergarten through third grade classrooms. All volunteers will read to students virtually this year whether students are in classrooms and/or meeting virtually.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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With our easy-to-use screen recorder, you can capture any area of your screen with the option to add narration from your microphone and video from your webcam. Sharing your ideas has never been easier!

Available on Chromebook, Mac, and Windows.

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Screen Recording and Video Editing | Screen Recorder & Video Editor | Screencast-O-Matic

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With our easy-to-use screen recorder, you can capture any area of your screen with the option to add narration from your microphone and video from your webcam. Sharing your ideas has never been easier! Available on Chromebook, Mac, and Windows.

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TalkingPoints for Teachers Free Web/mobile app Translation in 100+ languages Individual or group messaging Private and secure Personal numbers kept private 200 students 5 classes Send pictures Send PDFs, videos Share classes SIGN UP FOR FREE TalkingPoints for Schools/Districts Request a quote Web/mobile app Translation in 100+ languages Individual, group,...

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How to Use Google Jamboard for Remote Teaching

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Challenge: Bringing Hands On & Digital Learning

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Challenge: Bringing Hands On & Digital Learning

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Why students aren't showing up

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Many teachers, students, and parents are proving to be remarkably resilient during this time when it comes to the effects of the pandemic on school, education, and student learning. It is not easy to teach in a physical classroom one day and turn it into a virtual classroom the next. Most college and university teacher prep programs do not have a course focusing on virtual teaching and learning (something they may consider doing soon).

Many teachers are still trying to replicate what they do in a classroom, with what they are doing online. It's important to shift that way of thinking and continue to adapt. Most of us will never feel as confident or competent about how we teach virtually as we do when the students are in front of us. This adaptation is not easy, but we have to start looking at the parts of virtual teaching that are not working and let them go, and begin looking at the places where we can go a little bit deeper.

As I comb through the countless teacher Facebook pages that have been created due to the pandemic, I have learned a great deal about new tools and ways to engage students, at the same time I am constantly reminded of just how much work teaching is, and it's even more complicated when it all has to be done virtually. When it comes to how teachers are meeting the needs of their students, there are a few important aspects to keep in mind.

Did you know:

Teachers have their own children at the same time they are teaching students? And yes, I realize parents have their own virtual working conditions at the same time their children are required to virtually learn.

Some teachers live in a studio apartment with no space to work and questionable Wi-Fi.

Even in areas where the Wi-Fi is usually strong, there are interruptions.

There are teachers who have roommates and have to teach from their bedroom, which is beyond awkward. How comfortable would you be having your students see into your bedroom?

Many of the free online sources that students are using were not free a few weeks ago, so teachers are learning those at the same time they are using them to teach virtually.

Teaching During the Pandemic: Over the last few days, I have collected over 120 comments from a few different pandemic pages on Facebook. There were numerous reasons why I started reviewing them. First and foremost, I wanted to get a feel for how teachers were accomplishing the art and science of remote teaching. Secondly, I wanted to be able to code the comments under categories like social-emotional learning, student engagement, instructional strategies, efficacy, and leadership. The interesting part of the coding activity is that many of the same questions for virtual teaching come up with teaching in physical classrooms. For example:

How do I use that tool?

My students are not handing in assignments.

I cannot get parents to call me back.

How is your administrator involved in your classroom?

How often are you having faculty meetings?

What is the required workday?

What does grading look like in your school?

One of the posts that appeared time and time again, and created the most responses, had to do with student accountability. There were numerous posts that highlighted the fact that students are not necessarily signing on to get assignments and certainly not handing in assignments, either.

The piece that is a bit different between teaching in the physical classroom and the virtual classroom is the amount of "control" the teacher has over student engagement. Teachers can use:

Their physical proximity to engage students

The promise of a good or bad grade

The threat of a loss of some privilege

The promise of an incentive, or one of their other positive social-emotional tricks of the trade.

Most of those actions are gone because of new school policies that prevent teachers from giving grades or repercussions. There is a lot less "control" on the part of the teacher right now, and that can make us uncomfortable. Especially when teachers are being held accountable as teachers.

So many posts focus on student engagement, and there are others that are meant to get people to laugh and breathe, while other posts are examples of venting. It's a frustrating time in our world, so all of these posts are natural expressions of that frustration, anger, and sadness.

Why Aren't Students Signing On? When looking at the idea of why students are not engaging with teachers in virtual learning, I wanted to provide a list of a few reasons why that may not be happening. Some of the reasons are issues we know and understand, while one seems to be a reason no one is talking about on any of the pages. It's not an exhaustive list, and just like any list, it is based on data I have collected. If there is one you feel is missing, please feel free to add it in the comment section.

The 6 reasons are:
No access
- Some students are living in homes that may not have access to Wi-Fi or limited access at best. Many of those students may not have a "device" to use for schoolwork. Yes, schools hand out devices to students, which is extremely helpful, but not all families are experts at devices and Wi-Fi. Common Sense Media reports (Today Show. 04/21/20) that over 10 million students in the US do not have devices. If teachers and leaders are struggling with technology, perhaps it's probable that families are struggling with technology, too? Not everyone works for the Geek Squad.

Essential Workers - Some students are working full time. Whether they are working the fields in California or at grocery stores in the Midwest, it's plausible that our students have had to take on jobs to help their families put food on the table. Their work, and the contributions they make monetarily at home, is essential.

No Grade Incentive - Many school districts in many states have gone to a no grading policy because they don't want to punish students who cannot attend all classes or hand in all of their work due to equity of access to virtual learning. The interesting thing happening here is that there are students who find that the incentive for showing up is not there, so they no longer need to attend the class. Is there a way that we can use a no grading policy to our advantage? Can we continue to provide students with the flexibility to do project-based learning around topics they find interesting to get a sense of their interests and creativity?

Taking care of their siblings - If parents or caregivers are still working because they are essential workers, it is possible that our students are caregiving for their siblings and helping those siblings do their classwork ... or keeping siblings from tearing things apart. These students may attend only half of the classes they are "required" to attend.

Bedlam but No Bedroom - Not everyone has a bedroom to themselves. In fact, I work in many schools where multiple families live in the same apartment or house. If there isn't a quiet space where they are able to focus, perhaps it's just easier to not connect with their teacher at all.

Student - Teacher Relationships - Some students are not connecting because they felt invisible while they were in the physical classroom, so they feel that they will not be missed in the virtual one. Additionally, some students just didn't find their teachers very engaging in person, so they aren't really concerned about engaging with those particular teachers online.

In the End

There are students not attending all of their classes because of a lack of accountability at the same time their teachers are being held accountable. Let's face it though, most teachers are less worried about the kind of accountability that comes from their school leaders, and more of the accountability they are concerned about comes from the pressure they put on themselves as teachers. So many teachers care deeply about their students and worry about their social-emotional and academic growth during this pandemic.

In one of the pages I explored, someone posed the question, " Knowing what you know now, would you have done anything differently when the students were in front of you? " I thought it was a great question, and apparently so did others because there were 79 responses at the time I began writing this blog.

Most of the responses focused on how they would have used different tools, or they would have assigned at least one virtual assignment every week. All of these responses are important. However, very few of the comments focused on how teachers would have built better relationships with students so those students would show up to the virtual classroom. If we find ourselves in a situation where we are teaching online for the first month of school, knowing we have the same restraints we do now (i.e. no grading, access, etc.) student teacher relationships is the first place we must start, and we need to take some time soon to think about what that may look like in a virtual setting.

Questions I have been pondering:

We know that virtual teaching during a pandemic is hard, and takes a lot of work. However, what is working for your school/classroom right now that can continue to be used again in the fall?

What is one way you have communicated during this time that brought in the most attention by the community (i.e. teachers, students, families, etc.)? Many years ago, we went from just sending home paper newsletters to parents (we went from a 5 pager to a 1 page), and I began flipping communication through our parent portal. I was amazed at how well it went the first time around. Are there any similar changes you have made that have worked well, and it surprised you?

As school leaders, what do you need to do during the summer to continue to connect with families? With my PTA we would have at least one summer meeting, and one summer event. If social distancing is still in place, is there a virtual event that you can create?

As school leaders, how are you supporting teachers and students socially-emotionally and academically? For example, are you engaging in their live classroom chats with students?

As school leaders, what incentives are cable companies offering that may help put more hot spots in the community? I coach with a high school principal that contacted those companies and got them to compete with each other a bit, and his high poverty community ended up with a few more hot spots set up.

Check out the new Vlog addition to Finding Common Ground below. If you're interested in a newsletter that focuses on all aspects of instructional leadership, sign up for DeWitt's Collective Conversations newsletter. Photo courtesy of Getty Images.

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6 Reasons Students Aren't Showing Up for Virtual Learning (Opinion)

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Many teachers, students, and parents are proving to be remarkably resilient during this time when it comes to the effects of the pandemic on school, education, and student learning. It is not easy to teach in a physical classroom one day and turn it into a virtual classroom the next.

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Camera On /Off

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A Webinar for Parents & Families: Creating a Safe, Healthy and Positive Learning Environment at Home

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10 Ways for Parents to Make Distance Learning Easier for Kids

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10 Ways for Parents to Make Distance Learning Easier for Kids

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With the majority of the country's children now utilizing eLearning aka distance learning for their daily classroom lessons, parents have suddenly found themselves in the role of teacher and educator. This can be intimidating for parents as they navigate these daily lessons and try to establish a new routine, but the good news is there are simple steps you can implement to make the task easier. Take a look at these 10 ways for parents to engage children when eLearning, so you can accomplish more and stress less. Here are 10 practical tips to get you started.

10 Ways Parents can Make Distance Learning Easier for Kids

1. Designate a specific workspace.

One of the best ways to stay focused and keep productivity up is to create a specific work area. This can be a spot at the counter or kitchen table, or even a child sized desk and chair. Make this area fun and visually appealing. Let children display their artwork, make them a name tag, and add pops of color with plants or the child's favorite stuffed animal. This way the child feels comfortable in the space and knows when he or she arrives, it is time to work and engage. We rarely use our dining room except for holidays, so that's our schoolroom for distance learning. When school time is done, we close the laptops and chromebooks and leave the area. I think being able to close down for the day is helpful!

For those who don't have a room to designate, find a place to "shut down" schooling for the day/night. Close the laptops, chromebooks, and put things as out of sight as you can. I learned long ago even just blogging from home that if I left my laptop open, I was far more likely to go look and check emails/work stuff and not stay logged off when my day was done.

2. Plan a daily eLearning routine.

Don't pressure yourself to make a minute by minute routine for each day. Instead, plan for 2 hours of eLearning to get the assigned tasks done. Decide when these tasks will take place. It can be after breakfast, prior to lunch, at 2 p.m. each afternoon, etc. Choose a time that works well for your child, when you know he or she will be at their best and have energy to stay engaged. General routines are good for all of us right now!

3. Ask your child what motivates them.

Ask your child what type of activities they enjoy. Ask what they enjoy learning about. What motivates them to do these these activities? Take this information and keep it in mind when completing daily lessons. This information can help you develop a daily routine that feels more personalized.

4. Ask your child about the parts of eLearning that may intimidate or confuse them.

Kids can become scared and intimidated when presented with a new way of learning. eLearning is no different and can be off putting. Talk to your child and ask them to share what parts of the process make them nervous. Taking this information can also help you adapt the lessons to their needs. When children feel afraid they may shut down, but addressing these fears can instead keep them engaged.

5. Keep child friendly supplies on hand and ready.

Kids love using fun school supplies. Use these bright pencils, erasers, and other items to keep them engaged and motivated. Keep all supplies readily accessible so the child is not having to get up and look for them. The time you spend looking for supplies is wasted time and can cause the child to become disengaged. Instead, prep your supplies ahead of time and keep their attention. I used an old plastic storage thing with 3 drawers to put supplies in that wasn't really being used for anything except "stuff" recently...so now it has a home and a purpose.

Just because they have to have the tools doesn't mean we can't make them fun! All the fun and silly pens I have accumulated over the years are available for use. The kids vetoed the pen with jingle bells attached on day one, sadly. No one enjoys my musical pens!

6. Don't hesitate to offer positive reinforcement.

Adults typically thrive off positive reinforcement, and kids are no different. Cheering them on even when they complete the smallest task can be beneficial and keep them motivated. Make it a point to give at least 3 positive compliments or offer small perks when they finish the task at hand. The perks can be something as simple as screen time or a favorite snack. Maybe your kid loves to play games with you- so a reward for that kiddo could even be a game of cards after you eat lunch before returning to school/work.

7. Make time to virtually connect and learn with friends.

Utilize Zoom, Google Hangouts, Messenger Kids or Facetime to connect your child to their classroom friends. They can complete certain tasks such as reading together, taking turns to read to each other or ask questions about the text they are studying. This is a fun way to stay focused on the task while also having a connection with their peers. Especially for younger kids, Messenger Kids is my preference, because parents have to approve who their kids' friends/contacts are on there. Kids have lots of snapchat style filters available, they can do group video chats, and you know they are in a safe environment.

My youngest and her friend are planning to try to play one another in a game of Battleship from their respective bedrooms- via video chat. Definitely not the same as playing in person, but a fun way to connect all the same.

8. Take your classroom outdoors.

Help children stay engaged by changing the scenery. If you have the chance to take a reading or journaling activity to the yard safely, then do it! The fresh air and nature can help them feel more relaxed and even inspired as they complete the task.

Fresh air and exercise are good for all of us. Physically and emotionally! Let kids practice math or spelling words with sidewalk chalk. That's a favorite activity for all ages, and you might just find that older kids want to participate as well.

9. Charts can work wonders.

Visual charts can help children stay on task and engaged with the task at hand. You can create charts that monitor their daily reading minutes, or create a daily reading log. A reminder too that reading can be whatever they WANT to read or will be interested in. Graphic novels may not be your ideal for content, but reading is reading.

You can also do a simple chart that they can check as daily tasks are done. We are doing this with my kiddo who rushes through school assignments and just wants to finish and takes zero time to double check that all assignments are complete and submitted online. We're using a checklist system each morning that we fill in assignments with a dry erase marker, which is tucked into a plastic sleeve, so we can erase things as they are finished. Week one was HARD hard hard hard hard for that kid. Week 2 with this new system was somewhat easier. The patience and dedication to double checking things are done is tough.

At the end of the week, offer a small perk for all boxes checked. There's lots of great movies being released for home viewing immediately right now, so you could have a special movie night at the end of a week and rent a brand new movie!

10. Frequent breaks are ok!

When you notice a child is becoming burned out or frustrated, it is a good idea to take a 10 minute break. This is a great time to get some water, go to the bathroom, or stretch. New activities or hobbies should not be attempted at this time, just the simple suggestions mentioned above. This way they can get the break they need, without becoming distracted.

Hey teachers! Looking for tips for keeping kids engaged on zoom? My friend Julie has some awesome ideas for you, too!

Consider these 10 ways to keep children engaged when eLearning, making distance learning easier for kids (and yourself) and see how these simple ideas can help kids stay focused while you stay inspired to keep at it! eLearning is no doubt a new territory for everyone, but implementing some of these tips can make a huge difference in the amount of success you feel!

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10 Ways for Parents to Make Distance Learning Easier for Kids

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With the majority of the country's children now utilizing eLearning aka distance learning for their daily classroom lessons, parents have suddenly found themselves in the role of teacher and educator. This can be intimidating for parents as they navigate these daily lessons and try to establish a new routine, but the good news is there are simple steps you can implement to make the task easier.

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Fun Social-Emotional Activities for Preschoolers

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These social-emotional activities for preschoolers are simple and fun, and will build social skills and emotional intelligence through play.

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Understanding the Emotional Needs of Children

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Understanding the Emotional Needs of Children

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How do you move preschool online? It's a tough question when so much of preschool is about hands-on learning, exploration, and play. I spoke with my fellow teachers from the Jay and Rose Phillips Early Childhood Center at the Boulder Jewish Community Center about how to continue to teach the very young, virtually. Here's what we've come up with ... the dos and don'ts of virtual learning for preschool students.

Do hold morning meetings.

One of our teachers, Megan Pullen, who works with three year olds, continues to follow the regular meeting agenda that they have since the beginning of the year. She just now does it through Zoom.

"We draw out our agenda, say good morning to everyone, and then mute everyone as we move to a share," says Pullen.

Figuring out the best way to hold a meeting-muting everyone, muting nobody, going back and forth-takes a few tries, but overall, the mute all button on Zoom is your friend. Start the meeting with everyone unmuted so that the kids can chat and say hi, then mute all once the bulk of the meeting starts. Pullen recommends prepping parents beforehand so that students can bring their favorite stuffes or a paper and pencil to the meeting.

Don't expect everyone to participate.

Not all parents want their kids to have more screen time, but we've noticed that not all kids want it either. During the first week of morning meeting, almost all families joined in. The students participated. As we started our third week, a few students tend to play while the morning meeting video is on in the background.

"We want to make sure that we recognize that some people might be reluctant to use the screen, and that it is 100 percent okay to unplug and play with kids," says fellow colleague Emily Vigneaux, a teacher in the two-year-old classroom. "It's a tool for families, not a requirement."

Do offer lots of options-online and offline.

Continue to offer a variety of activities for the families, just like you would throughout a regular school day. Classes at the Boulder JCC have moved toward communication via private Facebook groups for each class, as it has proven to be the easiest way to upload videos, photos, and content.

"We want to be super intentional about the screen time that we are offering," says Vigneaux. "Not all screen time is created equal, but only offering videos doesn't seem like the best way to go, so we try to offer offline activities as well."

That can mean sharing specific activities, like a nature scavenger hunt, or adding activity prompts at the end of each morning meeting that will be revisited the next day. Remember to think about what items families most likely will have at home when different types of play.

Other ideas include getting the entire school staff involved with recorded storytimes or art prompts. Small group activities on Zoom have worked well, too. Schedule a meeting with only a few students to dive more in-depth into a topic.

Don't stress about individualization.

"The reason to continue with virtual learning for preschool students was to continue what is at the core of early childhood education and that's relationships," says Susie Valdez, senior director of early childhood education for the Boulder JCC. "We are not worried that children will miss academic content. We are worried that they will miss each other and the critical bonds that children have and need with each other and their teachers."

Even though we can't fully recreate the social bonds that students make during the year, and we can't work on their pencil grip or other fine-motor skills either, simply being there and maintaining these relationships is beneficial.

"The feedback we have so far is that the parents are enjoying all the connections and the kids are enjoying seeing faces," says Valdez, "and that relationship piece is really, really key."

Do work with parents.

"This homeschooling of early education is us literally helping our parents teach," Valdez says of this co-constructing of teaching with not just the students, but the families, too. "There is no bigger time than now to really be testing if we are truly living with parents as our engaged partners."

For the younger classrooms, teachers at the Boulder JCC have been explaining to parents the why of what they are doing, like why each morning meeting looks like it does, why routine is so important, and all the play you can do with simply a roll of tape.

"We are basically doing professional development but with the parents," says Vigneaux.

For the infant families, the teachers hold weekly or bi-weekly Zoom meetings to check in on how schedules are going, how new habits are forming, and general overall well-being for new parents.
Do you have any dos and don'ts on virtual learning for preschool students? Share on our WeAreTeachers Helpline. Plus, teachers ... the next few weeks of online learning do not have to be perfect.

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The Dos and Don'ts of Virtual Learning for Preschool Students

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How do you move preschool online? It's a tough question when so much of preschool is about hands-on learning, exploration, and play. I spoke with my fellow teachers from the Jay and Rose Phillips Early Childhood Center at the Boulder Jewish Community Center about how to continue to teach the very young, virtually.

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How to Engage with Preschoolers over Zoom

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How to Engage with Preschoolers over Zoom