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The Virtual Teacher | Teaching Amidst COVID-19

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Nihomanchi Little Friends

Working Creatively with Separate Pods of Children

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With encouragement, scaffolding cooperative play, and modeling language to negotiate conflict, we continue to support social and emotional development.

We continue to check in with his family and caretakers to share our personal experiences and  to gain insight into his learning.

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48 Hills - 7/26/2020

By Renée Aguilar, Eliana Elias, Casey Federico, Brooke Giesen, Angelica Guerrero, Ramya Krishna, Bethica Quinn, and Madonna R. Stancil

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Almost five months into this global pandemic, families and children are suffering. The experience of shelter in place this spring made it clear that distance learning fails woefully, meeting neither the educational and social needs of the majority of our city's children nor the child-care needs of working parents.

But the experience of reopening child-care this summer, with programs struggling to implement burdensome protocols and case counts rising in spite of those efforts, has led districts to announce that schools will not be open for face-to-face learning in the fall.

Parents are desperate, and with good reason. So there is a rapidly emerging movement towards creating alternative spaces for young children to learn and play, and to allow for families to return to work. This movement emphasizes outdoor learning and "micropods" with multi-age and stable groupings. A prime example is a San Francisco chapter Facebook group that gathered nearly 1,400 members in a month's time to discuss micro-school formation.

These creative parents are determined that their children will not lose another year of their education and development to the pandemic. But the ad hoc individual solutions they are creating risk becoming a massive engine of inequity.

Only families with the resources to form small groups, set aside learning space, and hire educators will be able to participate. These families are in effect fleeing a public system and creating a private alternative. Their flight risks sending the public education system itself into a death spiral. The city's most vulnerable children and families will be left behind.

Ironically, against a background of Black Lives Matter protests, we are witnessing a rapid and extreme increase in the segregation of our education system.

If we are to avoid this disaster, the public system must respond now. It is time to admit that we can no longer lead with patch-work ideas and crossed fingers. We cannot continue to pretend that we can serve children and families over the Internet, or that we can open schools and child-care facilities to business as usual anytime soon.

Instead, we need to take a step back and reimagine what the care of young children - Pre-K to Third Grade - can and should look like under the current conditions. Our proposal could serve children from infancy through elementary school age until it is safe to reopen more traditional schools and child-care centers. This proposal leverages existing systems and resources to create a public and inclusive version of the "pods" that families of means are already creating for themselves. We call it Pods for Everyone.

Under this model, small groups of children would be cared for and educated in spaces around the city. We envision up to five families with a total of up to ten children in each pod. Instead of dividing children according to narrow age groups, in this model, each family's children would stay together so there would be fewer opportunities to spread pathogens.

Another way to keep germ-sharing down: parents could take turns providing care for the pod that contained their children. A professional educator from SFUSD and/or an experienced early-childhood education worker and/or a SFUSF paraprofessional could be assigned to each group and would be responsible for supporting the caregiving parents, as well as providing developmentally-appropriate educational experiences for each child in the pod. These educators would in turn be supported with resources and training for the new role they would be taking on.

Under this proposal, local governments could redirect educational and child-care resources to support the pods. These resources could include organizational support, space, and educational support services. Some details of how we envision this plan working are below, but of course, we welcome suggestions and alternative ideas.

Would this proposal require a massive redirection of resources? Yes. Would it require education professionals to move outside their comfort zone and come together to learn quickly and work in new ways? Yes. Would it require families to participate differently in the care and education of their children? Yes, it would.

We know that this is a disruptive proposal. But the costs and complications of business as usual in a pandemic are similarly disruptive, if not outright destructive. And the potential advantages of our proposal are huge. It would allow children to be cared for and educated safely, and parents to return to work close to full time. It would provide social, emotional, and learning support for our young children and their families, something that was lost in the transition to shelter in place in March. It would provide for income continuity for educators, as well as income for parents.

Most of all, this proposal would be a way to hold all of the city's vulnerable young children and families in a web of care and community, connecting them to education and services instead of letting them fall by the wayside as more fortunate families scramble to find their own solutions during this pandemic.

It is time to act.

We call on our city to do so in a way that preserves the spirit of education for all.

Among our ideas:

- The SFUSD already has class lists, which could be used a basis for assignments (instead of a Facebook group of wealthy parents making those choices).

- Inclusivity and diversity should be guiding principles in the formation of pods.

- Each pod should serve at least one child with special needs.

- The pod limit would be ten children, but depending on age and special needs that number could be reduced.

- The idea would be to create pods that are small enough that we would reduce contagion risk and would not have to ask small children to socially distance, a practice that is inimical to early-childhood learning.

- The limit would be five families per pod to limit contagion risks.

- Space could be found for each pod in existing schools and child-care centers and in libraries, museums, places of worship, empty storefronts, etc. (One space per pod with no mixing.)

- Families with available spaces (for example in-law units, back yards) could offer those spaces for use by the pod containing their children.

- Parks and outdoor spaces should be prioritized for use by pods with a signup system to maintain control of how many pods are in the same park on the same day

- Parks could be made more welcoming and safe for pods with one-way trail systems and dog control during learning hours

- The city could block side streets so that each pod has access to outdoor space without mixing pods.

- Educators with special education training would be prioritized for pods containing children with more need for specialized services

- This would be instead of distance learning for children aged zero to ten. Teachers cannot be asked to do both. However, the district could and should support these educators with curriculum materials and plans available via the internet for use in each pod.

- Educators would spend half days with their assigned pods. For the rest of their day, educators would receive coaching and facilitation to plan curriculum as well as to offer needed additional services to children and families. For example, special education, mental health, and concrete support services could be conveyed to each pod through the educator working with offsite specialists to reduce contagion risk. Coaching and facilitation could also be offered remotely.

- Parents could take turns providing care for the pod containing their children. The city could compensate parents for this work on a sliding scale (families with higher need to receive more)

- The city could incentivize (or require) employers to offer scheduling flexibility to accommodate this care and allow use of family leave time for pod duties.

- The City could provide COVID-19 testing for all adults working directly with children in pods. Ideally, every adult should be tested every week. Batch testing could possibly be used. Any positive result would close a pod for two weeks but, since strict separation is observed, would not affect any other pods.
The San Francisco Early Childhood Educators for Equity group started meeting during the Spring 2020 Shelter in Place to study the impact of the national, state, and local response to Covid-19 on Early Childhood programs. We developed a statement of rights for use as a decision-making tool in implementing new health and safety protocols. We have also worked on teacher leadership, mental health and special education responses, and advocacy for the rights of children, teachers, and families and the prioritization of equity in the emerging educational responses to the pandemic. Dr. Renée Aguilar has been an advocate for young children and their families as an assessor, clinician, and consultant for 20 years with the last five years dedicated to the communities of San Francisco. Her focus is working as an active community partner to dismantle the inequities within early childhood education systems. Eliana Elias is an early childhood educator, consultant and professional development specialist. She works with ECE programs throughout the San Francisco Bay Area. Her areas of interest include Dual Language Learners, early learning environments, nature based play and equity in education. Casey Federico is an early childhood education coach and trainer in San Francisco. She works on STEM and tinkering explorations with young children and teachers, and supports classrooms and teachers throughout San Francisco. Casey and her partner are raising two bilingual kids in the San Francisco public schools. Brooke Giesen is an early childhood educator and administrator who has worked in the field for 19 years. She is passionate about family engagement and support, mentoring Teachers, as well facilitating trainings and mentoring educators on equity and race related issues in Early Childhood Education." Angelica Guerrero is an early childhood educator from Mexico with 20 years experience in the US. She emphasizes the importance of a community building preschool experience through nature based programs that are parent and child oriented. Ramya Krishna is an early childhood consultant primarily working in San Francisco. Her work centers on equitable access and support for all children in early childhood education so that every child can thrive alongside their peers. Bethica Quinn has been an early childhood educator and teacher leader in San Francisco for over 20 years. She works with children, families and teachers in English and Spanish, pursuing equity within a reflective practice model centered in the importance of children's play. Madonna R. Stancil, M.A.Ed. is an instructional coach with First 5 San Francisco and lives in the Bayview Community of San Francisco CA. Madonna has over 30 years of teaching and mentoring experience and she conducts her work with humor, warmth, transparency and strength. She is a wife, mother, grandmother, administrator, teacher, conference presenter, role model and mentor.

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OPINION: Education pods for everyone | 48 hills

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Almost five months into this global pandemic, families and children are suffering. The experience of shelter in place this spring made it clear that distance learning fails woefully, meeting neither the educational and social needs of the majority of our city's children nor the child-care needs of working parents.

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From Surviving to Thriving: Video Series

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From Surviving to Thriving: Video Series

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The COVID-19 pandemic has called all early childhood educators to muster our courage and strength like never before. Exchange Press, in collaboration with Hinge Early Education Brokers and Video Active Productions, has created this free video series. Each video has inspiration, support, and practical advice from experts to help you navigate the rough waters of this crisis.

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The COVID-19 pandemic has called all early childhood educators to muster our courage and strength like never before. Exchange Press, in collaboration with Hinge Early Education Brokers and Video Active Productions, has created this free video series. Each video has inspiration, support, and practical advice from experts to help you navigate the rough waters of this crisis. | |

Video #1
Supporting Adults in Your Community

The Children Are Watching

Dealing with the Emotions of Change

Maintaining Social Connectedness

Taking Care of Ourselves

The Healing Power of Nature

Enlarge the video by clicking the icon

Presenters in this video: Bonnie Neugebauer, Nancy Rosenow, Dr. Debra Ren-Etta Sullivan,
Nefertiti Poyner Ed.D, Kathe Petchel, Holly Elissa Bruno MA, JD

Video #2
Technology as a Lifeline

Staying Connected

Technology at Home

Technology and Teachers

Technology Tips

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Presenters in this video: Elyssa Nelson, Cecilia Scott-Croff Ed.D, Chip Donohue Ph.D,
Christine Whitmire, MSEd, Andy Sherrard, Luis A. Hernandez, Sam Hall,
Rhonda Paver M.A., Alison Maher M.A, Dr. Debra Ren-Etta Sullivan

Video #3
Teachers Demonstrating Resilience, Commitment and Heart

Teachers Under Stress

How to Nurture Staff

Action #1 - Stay Connected

Action #2 - Provide Support

Action #3 - Generate Joy

Action #4 - Encourage Reinvention

Ensuring Teacher Wellness

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Presenters in this video: Aleta Mechtel, Dr. Debra Ren-Etta Sullivan, Ellen M. Drolette, Nancy Rosenow, Luis A. Hernandez, Kathe Petchel, Michelle Zimmer, Phil Acord, Cecilia Scott-Croff Ed.D., Rachel Robertson, Marjorie Kostelnik, PhD

Video #4
Rebuilding Your Child Care Organization

The New Economics of Child Care

A Reopening Case Study

Key Financial Considerations

Cash is Key

Be Bold in Setting Tuition

Three Buckets of Expenses (Staff, Facilities, Services and Vendors)

Projecting Tuition Income

Securing Government Funding

Exploring New Sources of Income

Be Realistic

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Presenters in this video: Kathy Ligon, Radha Mohan, Tom Wyatt, Andy Sherrard, Phil Acord, Heidi Hagel Braid

Video #5
Engaging, Assuring and Re-Enrolling Parents

Parents’ Experiences Sheltering at Home

Staying Engaged with Parents

Re-Opening and Re-Enrolling

Addressing Parents’ Fears

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Presenters in this video: Ivonne Diaz, Anthony Diaz, Lauren H. Paver, Christina Schlottenmeier, Rob Schlottenmeier, Chrystal Taitt, Tess Krovetz, Ashley Marotta, Luis A. Hernandez, Aleta Bechtel, Julie Wassom, Molly Petchel, Holly Bayer, Amber Trapp, Linda Smith, and Bonnie Neugebauer

Video #6
Children Sheltering at Home

Children’s Experiences

Supporting Children

Children with Special Challenges

You Have a Knife in Your Brain

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Presenters in this video: Lauren H. Paver, Chrystal Taitt, Ivonne Diaz, Amber Trapp, Laura Freund, Shirley Penley, Aretha Kitson, Kayla Rodriguez, Glenda Torres, Elyssa Nelson, Molly Petchel, Christine Burkholder, Luis A. Hernandez, Alison Maher, Roger Neugebauer, Cecilia Scott-Croff, Holly Elissa Bruno, Sandra Duncan

Video #7
Global Early Childhood Perspectives on the Pandemic

Lockdown Experience

Reopening Strategies

Sunflower Challenge

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Presenters in this video: Roger Neugebauer, Sheldon Shaeffer, Margaret Akinware, Peggy Zhong, Karma Gayleg, Ebenezer Lartey, Nick Chignall, Nicole Biondi, Dr Swati Popat Vats, Nazarkhudo Dastambuev, PhD., Najeebulah Musafirzada, June O’Sullivan, Rana Ismael, Sheldon Shaeffer, Hasan Baiee, Sinisa-Senad, Anne Sivanathan, Chelsea Rolfe, Magela Guimeraes, Maria Thereza Olivia Marcilio, Priyanka Handa Ram, Amrita Jain, Analesi Tuicauma

Video #8
How to Address Inequities in Early Childhood Education

Addressing Inequity in Early Childhood Programs

Personal Experiences and Perspectives

Inequity in Early Childhood Education

Early Childhood Education Undervalued

Historical Traumas

Inequities in Policies and Practices

Promoting Equity in Early Childhood Programs

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Presenters in this video: Walter Gilliam, Duane Dennis, Iris Chin Ponte, Ijumaa Jordan, Mismiki, Montgomery, Michael Browne, Leona Dickens-Adams, Nick Terrones, Natalie Renew, Priscilla Acosta, Tamara Johnson, Luis A. Hernandez, Ann Pelo

Video #9
Thinking Outside the Box

Re-Defining Curriculum Goals

Exploring Technology

Rethinking Program Approaches

Considering Structural Changes

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Presenters in this video: Mike Brown, Bonnie Neugebauer, Michael Browne, Mismiki Montgomery, Rachel Robertson, Diann Gano, Debra Sullivan, Chip Donohue, Iris Ponte, Luis Hernandez, Joe Waters, June O'Sullivan, Louise Stoney

Video #10
The Future of Early Childhood Education

Future Demand for Child Care

The Future of Funding

Future Policies

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Presenters in this video: Rob Gruenwald, Tom Wyatt, Natalie Renew, Debra Ren-Etta Sullivan, Luis Hernandez, Radha Mohan, Shannon Rudisill, Diann Gano, Linda Smith, Jerry Cutts, Fran McIntyre, Ann Pelo, Louise Stoney, Nick Terrones, Duane Dennis, Tommy Sheridan, Dan Huber

Other Professional Development Resources

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From Surviving to Thriving | ChildCareExchange.com

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With encouragement, scaffolding cooperative play, and modeling language to negotiate conflict, we continue to support social and emotional development.

We continue to check in with his family and caretakers to share our personal experiences and  to gain insight into his learning.

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Best Practices, Physical Learning, and Distancing (1)

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Physical distance can be a challenge. We work with young children, supporting their developmental needs is essential.

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“Being physically active can happen inside or out. Just remember that safety comes first, so make sure there is enough space for children to be physically active without the risk of hurting other children. If children are climbing, swinging, sliding or jumping, also make sure there’s enough soft fall cushioning on the floor for safe landing.”

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NAEYC Position Paper on Developmentally Appropriate Practice

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NAEYC Position Paper on Developmentally Appropriate Practice

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All the domains of development and learning—physical, social and emotional, and cognitive—are important, and they are closely interrelated. Children’s development and learning in one domain influence and are influenced by what takes place in other domains.

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Knowing Yourself:

What captures your attention?

What does play look like to you?

What actions do you take to change your perspective so that the world around stays new and exciting?

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Shadowplay allows for

the child to engage with materials in new ways, individual play while also bringing the group together to share out their discoveries.

The shadow screen acts as a physical distance barrier.

Powerful platform for children to play out scenarios they may be experiencing or hearing about.

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In this video, 4 year old Luna, explains a game that she learned, at school, which promoted physical distancing, number sense, and fostering play with friends. She has a grasp on the reasoning behind physical distancing. This engages her interest in shadows.

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“Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children.” 

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“Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children.” 

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Kenneth R. Ginsburg

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Lorraine Manuela

Tots Corner

Auckland, NZ

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Responding to Teaching Conditions During COVID - Two Directions at Once

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Responding to Teaching Conditions During COVID - Two Directions at Once

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Next Generation Yoga  also offers a great training for teachers. I took one specifically aimed at teaching children 4-8 years old.

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Our Mission

Next Generation Yoga's mission is to help spread the practice of joyful, playful self-expressive Yoga to children all over the world.

We do this by providing Teacher Trainings, curriculum and support materials, licensing opportunities, continuing education and business support as part of our commitment to educate and empower adults to share Yoga with kids everywhere.
Together we are ONE!

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Next Generation Yoga's mission is to help spread the practice of joyful, playful self-expressive Yoga to children all over the world. We do this by providing Teacher Trainings, curriculum and support materials, licensing opportunities, continuing education and business support as part of our commitment to educate and empower adults to share Yoga with kids everywhere.

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Breathe For Change is a yoga training program specifically for educators.  I was with 100 educators and also many health professionals  It was a transformative experience!

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"If you could do one thing that will help you, not only be a better teacher, but also a better parent, sibling, son, daughter, husband, wife, friend, a better human, wouldn't you do it? Breathe For Change is that thing. Take some time for yourself to learn, to grow, to be inspired, to inspire.... Better education begins with better teachers... and the best teachers aren't jaded, burnt out, exhausted. The best teachers are passionate, exhilarated, and joyful... Breathe For Change will help you get back in touch with the amazing teacher in you.

- Serena | Assistant Principal, NYC DOE

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Breathe For Change offers trainings and professional development on yoga, social-emotional learning, and mindfulness for educators, schools, and families. Our digital trainings empower educators to enhance their own well-being and become equipped with the skills to enhance the physical and social-em

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Teacher Sarah, records a song about Same & Different to share with family and friends old and young.

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A guide for children and families for what to expect in the classroom with new COVID-19 guidleines

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A Social Story for Re-Entry by Kirsten Hove and the Staff of Ladybug School

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Teacher Gigi explains to her students about transitioning back into the classroom.

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In this clip, Teacher Kirsten is preparing the children for what going back to school will look like, specifically what she looks like in PPE.

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0:00 / 5:01•Watch full video

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Sesame Street explain Black Lives Matter

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Teacher Rosalinda’s Virtual Cooking Activity

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Teacher Rosalinda’s Virtual Cooking Activity

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This  remote activity addresses some of the underlying needs of children during crisis:

Adults supporting each other/school to home connection

Active contributions for Children

Using familiar materials and activities to navigate change

Remember, children need to explore difficult issues both directly and through basic developmental and learning processes

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“All are Welcome”  by Alexandra Penfold & Suzanne Kaufman

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Teacher Tawny and her students read, What Can a Citizen Do? By David Eggers.

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Teacher Taylor helps a young child process and understand Shelter in Place.

We are finding that children still show a strong need to have virtual conversations about important topics with teachers they know and trust.

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Teacher Taylor Discusses COVID-19 with King

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Teachers Stephanie and Kelley share the social story and elicit children’s ideas about what happened and why.

Notice how they take advantage of distancing requirements to foster a small-group conversation.

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Teacher Stephanie Shares a "Social Story" for George Floyd

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In this 40 minute Zoom Session,  Kirsten demonstrates how to support children and families through 1:1 zoom sessions.

Supporting children re-entering school after SIP 3:36- 5:36

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Presidio Hill School

Inquiry : The Celebration of Learning, an annual, grade specific, event.

1st Grade “Show Me Game”

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Providing a literacy support to help parents and children feel comfortable on how to talk to children about what is happening.

Having this as a resource allows the children and families to revisit it and keep asking question and providing answers to the children.

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Over the weeks of distance learning we have  created a consistent routine with our  students. The students now have the confidence to facilitate their morning calendar.

The audio demonstrates students taking the lead on morning circle.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Gigi plays a game of bingo with her students who are twins.

We incorporated turn taking, literacy, and numbers in different languages just through bingo.

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Lucy Rensch works with a group in her activity video. Giving children roles and modeling working with groups in a pre-recorded activity.

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Teacher Laura’s Floating Egg Experiment With a Small Group

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Teacher Laura’s Floating Egg Experiment With a Small Group

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In this video Teacher Laura use synchronous zoom teaching sessions to:

Exploration of Materials

Engage Inquiry and Investigation

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Models turn taking and sharing materials. Good for toddlers and very young preschoolers.

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Teacher Laura Explores Liquids and Solids With a Small Group

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Teacher Laura Explores Liquids and Solids With a Small Group

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In this video Teacher Laura use synchronous zoom teaching sessions to:

Exploration of Materials

Engage Inquiry and Investigation

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Teacher Laura's Liquid Solid Gas Experiment

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Presidio Hill School

Inquiry: The Celebration of Learning, an annual, grade specific, event.

1st Grade Readers Theater Project

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1:1 & 2:1 “Lunch Bunch” with Teacher Kirsten

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1:1 & 2:1 “Lunch Bunch” with Teacher Kirsten

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In this 40 minute Zoom Session,  Kirsten demonstrates how to support children and families through 1:1 zoom sessions.

Following Child Interest 7:52-9

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May 7, 2020 Zoom Recording

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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May 5, 2020 Zoom Recording

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 30, 2020 Zoom Recording

# data[].attributes.attachment_link.title
Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 28, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 23, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 21, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 16, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 9, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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April 7, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Virtual Teacher Call on May 21, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Virtual Teacher: Getting Started Zoom Recording

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Virtual Teacher: Getting Started Zoom Recording

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March 30, 2020

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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May 22, 2020 Zoom Recording

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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This activity was planned to support my students in literacy development as we were learning about letters and the sound it makes and objects that share the same letter.

This video was engaging and easy for me to film and as you can see I tried to make the activity more engaging by bringing in more realistic items that the children may have at home. This made the activity more relatable and easier for the children to understand.

I also provided this activity in English and Spanish and plan to continue through the alphabet. Parent response was positive, saying it was great to see my face and hear my voice her only suggestion was to add the letters sounds which is why I added it in for letter C.

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The connection and learning is sustained through photos that are sent back and forth.

This is an example of on of my  first live zoom, I usually do live zooms with individual children and their family. In the video it is Josiah, his mom and I creating a story together. His mom had mentioned that he was asking her to create stories so he can draw she reached out asking for clarification and was curious to see how I would lead the activity. When we were in the classroom that was one of Josiah's favorite things to do with me but mom hadn't been able to see those interactions. When we scheduled a live zoom we talked and caught up and he then naturally brought up the drawing and storytelling. We told different stories as he drew out the details of what we were saying.

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In this video, Teacher Laura facilitated a “fireworks in a bottle” experiment combing water, oil and food coloring after doing an experiment with mixing milk, food coloring, and soap.

Notice how Laura:

Promotes thinking skills through real questions about and interest in the children’s observations and ideas

Gives the children meaningful, active roles in the curriculum and lets children guide the direction

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In this video, you can see how Teacher Laura assigns Active Roles and use  Multi-Modal Supports leading music and movement from home.

Notice how she gives active physical and verbal roles to the children, and uses music, humor and her relationship with the children to deepen their engagement.

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Teacher Laura's Music Freeze into Shapes, Letters, & Animals Activity

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1 to 1 calls allow teachers the ability to maintain connections, scaffold knowledge independently

In this video, Teacher Kirsten demonstrates working with educational domains found the California Learning Foundations;  focusing on Interactions and Relationships with adults.

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Common Sense Media Article

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Our lives have changed quickly since shelter-in-place orders started. For parents like me (I have a 5-year-old and a 7-year-old)-who are suddenly assuming multiple roles as caregivers, teachers, and playmates-the same questions are on repeat: What in the world am I going to do with my kids all day from now until who knows when? And ... how many movies is it OK for them to watch in one day?

Parents tend to think of screen use guidelines as a daily maximum amount that's acceptable. But if you look closely at popular recommendations, such as the ones from the American Academy of Pediatrics, the message-even before the coronavirus pandemic-is much more nuanced, and much less focused on time.

For a while now, media researchers have been advocating for a shift from screen quantity to content quality. If kids are engaged with high-quality content that stokes curiosity and fuels imagination, who's to say that should end when they've hit their screen limit? Research has also uncovered the importance of kids' experience with media, based on who uses media with kids (siblings? parents?), the purpose of the content (school? entertainment?), and who's talking with kids about what they're watching ( Daniel Tiger and Tiger King both make for great mealtime conversation). In other words: Context matters, too.

Key to this nuance is understanding that all screens are not equal. We shouldn't act as though one hour of old DuckTales cartoons is the same as one hour of Zooming with a family member, or one hour of playing Fortnite with a friend, or one hour of drawing tutorials on YouTube. What a kid gets out of each is totally different, and satisfies different needs-and that's OK.

One of the things the current crisis has really brought home is how unbelievably social kids are, and want to be. In some ways, our adaptations to staying at home have made us use technology in ways that are great for children: in service of relationships. Kids may be watching more Netflix and playing more video games than usual. But they're also video-chatting more, playing games with schoolmates, and even enjoying online playdates. Though nothing will ever replace in-person interaction for children, using tech to strengthen relationships is more important than ever.

With that in mind, here are some recommendations when it comes to using screens during this time:

Don't feel guilty. We are living through a massive cultural shock. Families have enough stress to deal with, and counting screen minutes should be very low on the list of concerns for any of us.

Not all screens are created equal. Worried that the online classroom is adding to your kid's screen time? Don't be. Screen activities shouldn't be lumped together. Some are educational; some are just for fun. Some are high-quality; some are a guilty pleasure. What we do on screens and how we do it is more important than time spent.

Good content is key. Choose age-appropriate, high-quality media and tech for your kids. Use our reviews to find good content.

Get creative. Let kids use your phone to shoot photos and videos and then go to town with stickers, slo-mo, and other editing tools. Give them a prompt like, "Take ten pictures of something round, and then write a story connecting each thing." Have them make their own memes, record a song, choreograph a dance video-anything that gets them using screens to fulfill their imaginations.

Use tech to bond. Relationships are critical to kids' healthy development. Tech can and should help kids connect to friends and family, collaborate with each other, play, and share stories, pictures, and videos.

Talk about it. We're in a unique position where kids are likely using screens more, and we may have more opportunities to join them-or at least engage with them about what they're watching and playing. Ask questions about their favorite games, shows, and characters. Discuss ideas and issues they read about or learn about through a TV show or a game. This is an opportunity for learning about each other and sharing your values.

Balance still matters. We should aim for a balance throughout the week. So, more screens? Fine. But also find time to be outside, to be active (indoors or outdoors, with or without screens), eat well, and talk to friends and family (on the phone, on social media, or on video chat).

The time at home with kids presents an opportunity to bond with them, even over media. This is not the time to try to deprive kids of something they enjoy and something that research has shown to have positive effects when used appropriately. There's a ton of great high-quality content out there-let your kids use it, use it with them, and don't guilt yourself over something that can still be part of a healthy, balanced childhood-especially during these times of heightened stress.

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Screen Time in the Age of the Coronavirus

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Our lives have changed quickly since shelter-in-place orders started. For parents like me (I have a 5-year-old and a 7-year-old)-who are suddenly assuming multiple roles as caregivers, teachers, and playmates-the same questions are on repeat: What in the world am I going to do with my kids all day from now until who knows when?

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Mind Bubbles : Kids Mindfulness Activity : JAMaROO Kids

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Teacher Sylvia reads My Magic Breath by Nick Ortner and Alison Taylor

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A social story is a simple narrative that names, explores and helps resolve challenging experiences for children.

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Todd Wanerman shows how to use puppets to help children process challenging feelings

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Todd Wanerman shows how to use puppets to help children process challenging feelings

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This video demonstrates how to weave best practices together:

Fostering Relationships

Using Visual Supports

Weaving Content Learning Into Meaningful Experience

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Teacher Todd's Puppets and Personae Activity

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Ruby Finds A Worry by, Tom Percival supports student’s:

Language development

Social and emotional competence

Conflict/Resolution

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💥Ruby Finds a Worry | Ruby's Worry (Read Aloud books for children) | Emotions

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Sesame Street: Learn to Belly Breathe with Rosita | #CaringForEachOther

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Mr YooWhoo, a SF based and world renowned clown, started making short, playful, and extremely silly videos during SIP.

Being playful and silly is good mental health medicine.   According to an article out of  Harvard  Medical School, laughter has been found to lower levels of stress hormones, reduce inflammation in the arteries, and increase "good" HDL cholesterol.

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In this video, you can view how Teacher Kirsten and Luna take deep breaths in using their body. This makes breathing fun and intentional for young children. They can create shapes, sounds, and movements with their body as they take deep breaths in and deep breaths out. Breathing has many benefits for the body’s central nervous system and can create calming effects when we bring attention to our inhales and exhales.

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You can make it rain indoors! In this experiment, you'll explore earth science and the water cycle. With a Ziploc® brand bag, a little bit of water, and some help from the sun, you can create a demonstration that shows how Earth's natural forces work. By hanging your Water Cycle Bag in direct sunlight, you can see the water evaporate and condense into tiny droplets (this is how clouds are formed). When the droplets become bigger, they'll run down the side of the bag (this is precipitation, like rain), and the water will pool again at the bottom of the bag (this is collection, like lakes and oceans). And then just as it does on Earth, the water cycle begins again.

Learn more:

On Earth, the water cycle is influenced by many things, such as energy from the sun, temperature, and the force of gravity. What changes can you make to your bag to observe some of these factors? Try creating a second bag and placing it in a different location (perhaps a shady window) and see how the results differ. You can also leave the bag for a few days and check on it at different stages. See how time of day, temperature, and amount of sunlight affects it!

Connections with Next Generation Science Standards (NGSS)

Earth's Systems MS-ESS ₂₋₄.

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Create a model of the water cycle to observe and identify the different parts of the cycle and how that relates to Earth's systems.

2 Smooth the Ziploc® brand bag out on a flat surface. Use the permanent marker to draw the water cycle from the Water Cycle Printable on the bag. (Draw carefully to avoid puncturing the bag.)

3 Pour ⅓ cup of water into the bag (avoid filling the bag more than halfway). Put one or two drops of blue food coloring into the water. Make sure to keep the bag upright.

4 Find a sunny window and tape the bag up. Tape the bag at a slight angle to simulate the runoff and collection stages of the cycle.

5 Check in on the water cycle bag at different times throughout the next few days. Do you see water droplets form along the bag from the condensation? Eventually, you'll see streaks along the side of the bag as the droplets grow and drop down the side, representing precipitation. From there, the water will recollect and pool at the bottom. How does this mimic the water cycle we see on Earth?

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You can make it rain indoors! In this experiment, you'll explore earth science and the water cycle. With a Ziploc® brand bag, a little bit of water, and some help from the sun, you can create a demonstration that shows how Earth's natural forces work.

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EDvance has put together a variety of activities and charts for parents to use with children at home.

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Consider making a video to support children and families in implementing the video at home.

Notice how Teacher Izzy gives tips and instructions for the parents and provides ways to extend the activity.

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Written Activity Schedules can also provide children with a reassuring sense of predictability and order during times of disruption and uncertainty.

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Organized and shared via Google Docs

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Play, Child Development, and Relationships: A Preschool Teacher in China Shares Her Virtual Teaching Experience

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Special Online Feature

Editors' Note:

Many early childhood education programs have had to close indefinitely as governments around the world take serious measures to slow transmission of coronavirus disease 2019 (COVID-19). As she describes here, Amy Silverman has carefully planned a combination of virtual and hands-on learning opportunities for the children in her program, considering what she can do to support all areas of children's development and learning under a set of very difficult circumstances.

We applaud teachers who are thinking carefully about how to engage children while they are at home, how to maintain strong relationships and learning opportunities, and how to consider all of children's learning and developmental needs. We welcome digital tools and technology as one tool among many teachers can choose from as they plan activities to address children's learning.

There are special considerations related to media and screens that teachers and families should think about for children birth through age 8; one place to look for guidance is NAEYC's position statement Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, developed with the Fred Rogers Center. Based on research, and with special consideration for how young children learn and develop-including reflection on NAEYC's position statement on developmentally appropriate practice-the technology and young children statement invites teachers and families to think about all aspects of children's development and learning (including making sure they also have plenty of non-screen time to play, move their bodies, and explore) when selecting technology and media.

We appreciate the efforts of Amy Silverman and the many other teachers who are working to support children and families during this public health crisis. We are hopeful that children and teachers around the world will soon be able to safely return to their schools and child care programs, where thoughtful teachers can observe children's learning and play, and where children and teachers can continue to build the strong interpersonal relationships that make preschool and early childhood programs such powerful learning environments.

I'm a preschool teacher at an American international school in Guangzhou, China, where the rapid spread of the COVID-19 coronavirus has meant that we've had to take quick action to keep as many people healthy as possible. Schools, businesses, and other public gathering places are closed, and teachers, children, and their families have been asked to stay inside their homes as much as they can. In order to support children's learning as much as possible during this time-as well as give them as much structure and continuity as possible-my school decided to temporarily shift to online instruction.

As a preschool teacher, I faced a big challenge. I know that I can't replace the many benefits of our in-person, full-day program with online tools, but with careful planning I have been able to create play-based learning engagements children and caregivers can do together that are developmentally appropriate and that, as much as possible, reflect our school standards. The children and families had already established trusting relationships with me as their regular teacher, as well as strong connections with each other, and I have worked to embed these connections and relationships in our virtual activities.

There are many aspects of preschool that cannot be replicated virtually, such as daily routines; regular interactions in English between teachers, children, and classmates (many of the children in my class are learning English as a second or even third language); and opportunities to build children's learning through inquiry. But I have been able to create a schedule of learning activities that addresses many areas of children's development and learning.

I began online learning with my students on February 3, using a combination of email, WeChat (a popular messaging app in China), and the online platforms Seesaw and Zoom. Instead of daily lessons, every Sunday I send out a weekly menu of learning engagements for the children and families to choose the activities they would like to do, each one clearly linked to our standards along with descriptions of the related learning objectives and skills. Since there are often internet connectivity issues in China, all the videos that are posted on Seesaw are also shared in the class WeChat group.

Here are some ways I am promoting developmentally appropriate practice for different developmental domains during online learning.

Social and emotional development

It's especially important to focus on children's social and emotional development during an upheaval as significant as the one we are currently facing. Most of the children in my class have been in China since the pandemic began; this means they have been isolated in their homes for the majority of that time and rarely go outside. When they do venture outside, they need to wear masks and keep a safe distance away from other people. This has caused anxiety among children and families. My goal is to continue to teach children and families how to help the children identify their feelings and develop strategies to acknowledge them. I do the following:

Have children sign in on Seesaw every day, leaving a video or a picture with an audio comment to tell their teachers and classmates how they are feeling. They might say "I am happy" or "I feel sad because it is raining." I respond to every posting with a voice comment where I ask follow-up questions for the children to reply to as they are able.

Post yoga and mindfulness videos on Seesaw and in the class WeChat group. The children watch and move along with the videos, and their families take videos or pictures of children doing the activities to share again on Seesaw.

Share instructions for creating calming bottles using simple materials such as an empty water bottle, oil, water, and loose parts.

Create activities that encourage children to share about themselves and their cultures. While my class is conducted in English, the children's home languages include Mandarin, Cantonese, and Korean. We celebrated International Mother Language Day (February 21) by asking children to post a song or poem in their home language.

Physical development

The children in our program receive online video instruction from the school's PE teachers, but as a classroom teacher I have also created activities that promote both fine and gross motor development. In their homes, children can do the following:

Use aluminum foil or other materials found in their homes to make sculptures of their family members. This enables the children to use their fine motor skills.

Hold races in their homes where they pretend to be different animals (slither like a snake, hop like a rabbit, waddle like a duck). They can either try to be faster than another person or use a timer to see how fast they can go.

Practice their balance as they try different yoga poses during mindfulness activities.

Cognitive development

It's very important to promote interaction between children during this period of isolation because children learn so much from their peers. As they play with one another, they often feel more comfortable trying new things that they might not otherwise do on their own. Here are some examples of activities that support children's interaction:

Conduct show-and-tell on Zoom. Through show-and-tell sessions, children can connect with their classmates, learn about each other, ask questions, and get answers. The children in my classroom needed some support in asking questions during show-and-tell, so I sent families an infographic highlighting different types of questions children could ask about the objects their classmates were sharing (Who gave it to you? How does it work? What do you like about it?). Family members were then able to explain these types of questions to the children in their mother tongue. After I shared the infographic, the children were better able to engage in online show-and-tell.

Encourage children to use the voice comment feature in Seesaw to connect with one another. As children post pictures and videos, their classmates can view them and then add voice comments for everyone to hear. In this way, children and teachers can have conversations in the comments section.

Invite families to set up their own playdates on Zoom. I made videos showing the families how to set up their own Zoom sessions so children could see and talk to their classmates and have virtual playdates.

Language and literacy development

All young children build their vocabulary daily. For children who are learning second or third languages, as most of the children in my class are, opportunities to build language and literacy skills are especially important to their growth and development. You can try the following language and literacy activities with children:

Provide opportunities for children to watch and participate in read alouds. I host Video Time with Ms. Amy on Zoom each week; during each 10- to 15-minute session, I read a book, model my thinking about the story as we read, and ask the children questions.

After read alouds of favorite books, ask children to share alternative endings to the stories in video or through voice posts.

Encourage children to record videos of themselves interpreting the story in a book based on the illustrations. They can then post their videos on Seesaw for their classmates to watch and add voice comments.

Record yourself reading books and share them, along with activities based on the book so children can watch and respond at their convenience. For example, I recorded myself reading I Am Yoga, by Susan Verde, and asked the children to try at least three poses from the book and share photos of their attempts.

Conclusion

Online learning requires us to think differently about lesson planning because there are fewer opportunities for learning as there are throughout a typical face-to-face day in preschool. It's important for me to think about how I can plan my units to include playful activities that address multiple standards. The biggest lesson I've learned from this planning work is to keep activities simple and to not plan too much because our children are young and need adults to help them and record their learning so it can be shared.

As I plan activities, I decide what standards I want to assess. I approach assessment in one of two ways: I either ask the children's families to take videos of them doing the activity independently or I assess them through observations in our Zoom sessions. Having playful activities for the children helps keep them engaged. As time has passed and families have become more comfortable with the technology, overall engagement has increased.

One major challenge of this virtual learning is the lack of connection. Every day at least one child tells me on Seesaw that they miss me or their friends and want to go back to school. They are craving interaction with their classmates. This has led me to share two video tutorials (one for phones and one for computers) so families can set up their own Zoom playdates between children.

For preschool teachers who may be just starting to create these types of learning activities for the children in their classes, my advice is to think of the families. We do not want to add too much stress to their lives. Some family members may be required to continue working from home as their jobs permit and will not be able to complete numerous or complicated activities. Activities that allow children and families to have fun while they learn have the most success. One favorite activity in my classroom was for children to watch a video of the preschool teachers dancing and then post a video of themselves dancing. Some children danced alone, others with siblings, and others with the whole family-and we all had a chance to feel connected to one another.

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Play, Child Development, and Relationships: A Preschool Teacher in China Shares Her Virtual Teaching Experience

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Special Online Feature Editors' Note: Many early childhood education programs have had to close indefinitely as governments around the world take serious measures to slow transmission of coronavirus disease 2019 (COVID-19).

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In this video Kirsten, a program director, explains her process of inquiry while working collaboratively with teachers, families and children to build a schedule and routine that works for everyone.  Not a simple task.

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Director Inquiry in the Time of Virtual Classrooms

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Weaving Best Practices Together: Talking About Challenging Feelings

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Weaving Best Practices Together: Talking About Challenging Feelings

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Todd Wanerman shows how to use puppets to help children process challenging feelings

This video demonstrates how to weave best practices together:

Fostering Relationships

Using Visual Supports

Weaving Content Learning Into Meaningful Experience

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Teacher Todd's Puppets and Personae Activity

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Use props, musical instruments, pictures and other real examples. Write and draw some of what you ask children to do - stick figures on a notepad will do.

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Teacher Gigi Virtually Teaches Her Students with Her Bunny

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Encouraging Thinking Skills in a Language and Literacy Activity

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Encouraging Thinking Skills in a Language and Literacy Activity

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In this activity, Teacher Izzy, pulls items that start with the letter “w” and “f” out of a bag and tries to guess what they are. Notice how she encourages thinking skills by scaffolding, and gives the children active roles in the game.

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In this activity, Teacher Laura leads music and movement from home.  Notice how she gives active physical and verbal roles to the children, and uses music, humor and her relationship with the children to deepen their engagement.

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Teacher Laura's Music Freeze into Shapes, Letters, & Animals Activity

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It’s not enough to think about quantity of screen time. We must also be sure that to think about the quality of children’s screen time.

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Our lives have changed quickly since shelter-in-place orders started. For parents like me (I have a 5-year-old and a 7-year-old)-who are suddenly assuming multiple roles as caregivers, teachers, and playmates-the same questions are on repeat: What in the world am I going to do with my kids all day from now until who knows when? And ... how many movies is it OK for them to watch in one day?

Parents tend to think of screen use guidelines as a daily maximum amount that's acceptable. But if you look closely at popular recommendations, such as the ones from the American Academy of Pediatrics, the message-even before the coronavirus pandemic-is much more nuanced, and much less focused on time.

For a while now, media researchers have been advocating for a shift from screen quantity to content quality. If kids are engaged with high-quality content that stokes curiosity and fuels imagination, who's to say that should end when they've hit their screen limit? Research has also uncovered the importance of kids' experience with media, based on who uses media with kids (siblings? parents?), the purpose of the content (school? entertainment?), and who's talking with kids about what they're watching ( Daniel Tiger and Tiger King both make for great mealtime conversation). In other words: Context matters, too.

Key to this nuance is understanding that all screens are not equal. We shouldn't act as though one hour of old DuckTales cartoons is the same as one hour of Zooming with a family member, or one hour of playing Fortnite with a friend, or one hour of drawing tutorials on YouTube. What a kid gets out of each is totally different, and satisfies different needs-and that's OK.

One of the things the current crisis has really brought home is how unbelievably social kids are, and want to be. In some ways, our adaptations to staying at home have made us use technology in ways that are great for children: in service of relationships. Kids may be watching more Netflix and playing more video games than usual. But they're also video-chatting more, playing games with schoolmates, and even enjoying online playdates. Though nothing will ever replace in-person interaction for children, using tech to strengthen relationships is more important than ever.

With that in mind, here are some recommendations when it comes to using screens during this time:

Don't feel guilty. We are living through a massive cultural shock. Families have enough stress to deal with, and counting screen minutes should be very low on the list of concerns for any of us.

Not all screens are created equal. Worried that the online classroom is adding to your kid's screen time? Don't be. Screen activities shouldn't be lumped together. Some are educational; some are just for fun. Some are high-quality; some are a guilty pleasure. What we do on screens and how we do it is more important than time spent.

Good content is key. Choose age-appropriate, high-quality media and tech for your kids. Use our reviews to find good content.

Get creative. Let kids use your phone to shoot photos and videos and then go to town with stickers, slo-mo, and other editing tools. Give them a prompt like, "Take ten pictures of something round, and then write a story connecting each thing." Have them make their own memes, record a song, choreograph a dance video-anything that gets them using screens to fulfill their imaginations.

Use tech to bond. Relationships are critical to kids' healthy development. Tech can and should help kids connect to friends and family, collaborate with each other, play, and share stories, pictures, and videos.

Talk about it. We're in a unique position where kids are likely using screens more, and we may have more opportunities to join them-or at least engage with them about what they're watching and playing. Ask questions about their favorite games, shows, and characters. Discuss ideas and issues they read about or learn about through a TV show or a game. This is an opportunity for learning about each other and sharing your values.

Balance still matters. We should aim for a balance throughout the week. So, more screens? Fine. But also find time to be outside, to be active (indoors or outdoors, with or without screens), eat well, and talk to friends and family (on the phone, on social media, or on video chat).

The time at home with kids presents an opportunity to bond with them, even over media. This is not the time to try to deprive kids of something they enjoy and something that research has shown to have positive effects when used appropriately. There's a ton of great high-quality content out there-let your kids use it, use it with them, and don't guilt yourself over something that can still be part of a healthy, balanced childhood-especially during these times of heightened stress.

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Screen Time in the Age of the Coronavirus

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Our lives have changed quickly since shelter-in-place orders started. For parents like me (I have a 5-year-old and a 7-year-old)-who are suddenly assuming multiple roles as caregivers, teachers, and playmates-the same questions are on repeat: What in the world am I going to do with my kids all day from now until who knows when?