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Scattered Solutions, an online learning platform providing small group classes and private coaching to PreK-12 students worldwide, published this YouTube video for parents, teachers, and students to learn how to set up Zoom for your student and ease the transition to distance learning.

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How to Set Up the Zoom App for Parents, Teachers and Students

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Google®Classroom Tutorial for Students & Parents  

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Google®Classroom Tutorial for Students & Parents  

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This Google® Classroom Tutorial on YouTube® from an Assistant Principal & K-12 Instructional Technology Administrator, helps students and parents learn the basics of a Google® Classroom.

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Google Classroom Tutorial for Students and Parents

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Wide Open School is a free collection of  online learning experiences for kids curated by the editors at Common Sense. A group of more than 25 organizations came together to offer help during the COVID-19 school closures. Wide Open School offers many resources that can be completed offline and on smartphones, as well as bilingual and English-language learner resources.

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Schools are closed. Minds are wide open.

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Tips for Parents to help their students to manage distance learning. 

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Tips for Parents to help their students to manage distance learning. 

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Trust the teachers. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn't supplant the assignments given to students by their teachers. "The child's teacher is providing all they need," Van Ry said. "Teachers are trying to figure out the best system for doing this without overwhelming kids and their families." If a child is desperate for supplemental work, fine. But otherwise, stick to what the teachers require.

If you're stumped, turn it over to the teachers. Making sense of and then explaining concepts that parents (might have) learned 30 years ago could be impossible. This is the time for kids to contact their teachers. "Teachers have office hours built into each day, so students have the opportunity to Google chat, Google Meet, email, or call their teachers," said Ben Krahn, who teaches English at Middlebury Union High School, in Vermont.

Take frequent ten-minute walks, without a phone. Managing kids and their schoolwork at home, sometimes while juggling a job, will be frustrating. It also may be boring, Krahn said. If possible, retreat to the outdoors and walk, unburdened by smartphones.

It requires the whole family. "This isn't just a 'Mom's' job," said Neal Sharma, an eighth-grade English teacher at the Lawton C. Johnson Summit Middle School and father of four. Especially in bustling families like his own-Sharma and his wife work full-time-both parents need to take responsibility for helping their kids learn. This might take some creative juggling of schedules, but the at-home learning can't be left to one parent. And children crave their parents' attention, during the best of times. Though not a peaceful period, this odd disruption in ordinary life might provide a rare window for some parents to spend quantity time with their children.

Remember to wait. Children take more time to process questions than adults might realize, said Vicky Tong, a middle-school science teacher, especially if the question isn't in writing. "You have to pause and give them time to consider an answer and resist the urge to jump in giving them clues to get to the right answer," she added. Being patient with a child's answer encourages thinking and builds confidence. Consciously waiting for kids to respond will also prevent parents from doing the work for them.

Stifle your own perfectionism. "Maybe their letter 'e' looks kind of wonky or it took them a long time to figure out 4x8. That's ok!" Tong said. Stay positive, offer upbeat feedback with as much specific detail as possible-not just a generic "good job"-and the child will be more apt to keep practicing. Repetition will lead to improvement which will inspire intrinsic motivation. Erin Hennessy, who teaches 7 th grade English, echoed that view. "Remember that their work won't look perfect! They are kids and are learning. They need to learn to find their own mistakes."

Reinforce positively. When he's not teaching English or tending to his four kids, Sharma coaches high-school cross country and track. What he's found to be most helpful in both settings is encouragement. "Parents forget how powerful praise can be," he said. It's "the best way to motivate and teach." Being upbeat during a global crisis might be unnatural, especially when parents themselves feel like freaking out, but highlighting what's right works for kids.

Keep it low-key. It's OK if your child doesn't finish something, "We're just getting started," Van Ry said about online learning. "Nobody knows what they're doing," she added. "Every family in the U.S. feels the same way." Krahn echoed that view. "There is something comforting to know that we are ALL in the same boat," he said.

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How Parents Can Help Their Kids While Managing Distance Learning | KQED

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Trust the teachers. A lot of parents are sending around cool STEM projects and off-the-shelf English assignments. Though well-intended, such work shouldn't supplant the assignments given to students by their teachers. "The child's teacher is providing all they need," Van Ry said.

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how to work from home with kids (without losing it) - cnn

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How to work from home with kids (without losing it)

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While most parents have worked from home with their kids for the occasional sick day or weather-related school closure, the prospect of doing so for weeks on end amid long-term school closures is especially daunting.

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The Friendship Foundation supports parents and families who have children and young adults with special needs by providing a safe, accepting and inclusive environment where they can enjoy sports, art, music and many other social programs with their peers. Our friendly staff and helpful volunteers create a fun experience for all. It is our belief that every person is precious and capable of love, connection and friendship.

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Making a difference in the lives of youth with special needs!

We transform the lives of people with special needs, their families, volunteers, and eventually society.

Changing The World One Friendship At A Time

"I adore the Friendship Foundation because of the connection my children receive from the volunteers. They feel included instead of ostracized which is important in our lives. Knowing how much they look forward to the activities that the Friendship Foundation provides keeps me uplifted in spirit!"

"When I started volunteering four and a half years ago I was a shy, quiet and nervous kid. With the helpful tips from other volunteers combined with the participants' special spark and energy, I slowly came out of my shell. I learned to make new friends and felt so good inside when I was able to make others happy. Their smiles motivate me to keep coming back again and again. Through the friendly and positive environment, I've grown into a more mature, responsible and aware person. I love being a volunteer at the Friendship Foundation."

This awe-inspiring event brings together communities for one common purpose; to support education and children with special needs.

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Making a difference in the lives of youth with special needs! We transform the lives of people with special needs, their families, volunteers, and eventually society. Changing The World One Friendship At A Time "I adore the Friendship Foundation because of the connection my children receive from the volunteers.

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Club 21 envisions a society enriched by the inclusion of individuals with Down syndrome.

Club 21′s mission is to provide the educational tools and resources that enable individuals with Down syndrome to be fully included.
How do we do that? We Support, Educate, Advocate and Celebrate!
Club 21′s Goal: Independence, Access and Belonging!

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Club 21 Learning and Resource Center : Who We Are : What is Down Syndrome?

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The medical term for Down syndrome is also referred to by the name Trisomy 21. There are normally 46 chromosomes in each cell, 23 inherited from the mother and 23 from the father. When some or all of a person's cells have an extra full or partial copy of chromosome 21, the result is Down syndrome.

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Find out about coronavirus risk, what increase risks, autoimmune epilepsy, limiting exposure and what to do. Visit the Epilepsy Foundation online.

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How to Talk to Your Kids About Coronavirus | Parenting Tips & Advice

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With coronavirus being a concern for grown ups, kids might also be worrying. Here's how to talk about COVID-19 with your young children, plus ways to practice healthy habits all year round.

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Happy May 1, 2020. We hope you and your family are well. We appreciate your continued support of our distance learning program.

You likely heard Governor Gavin Newsom share that reopening schools is a priority. This is great to hear and provides some hope. Of course, we are awaiting the details. Once we receive the specific timeline, as well as "what" reopening entails, our newly assembled RBUSD Reopening Classrooms and Child Development Center (CDC) Think Tank will work hard to determine "how" to do this within our learning community. This Think Tank is comprised of key administrators, labor partners, PTA, RBEF, RBPD, Beach Cities Health District, and two RBUSD Board of Education members. The Think Tank will consider and evaluate:

student and staff health and well-being

educational program continuity

partial, hybrid, or phased opening

fiscal, budgetary, and structural constraints

neighboring district trends

LA County Office of Education (in collaboration with LA County Department of Public Health) and California Department of Education recommendations

We are meeting via WebEx weekly and ensure our readiness when we receive the official notice. The safety of our students and staff will be paramount in this planning process. Please stay tuned for more information regarding the reopening of schools and CDC.

Thank you for your tireless efforts with (y)our students. Of course, thank you to our teachers and principals who continue to improve our distance learning program each week. Also, thank you to our school counselors and physical education teachers for meeting the social-emotional and physical well-being of our students at this time.

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Happy May 1, 2020. We hope you and your family are well. We appreciate your continued support of our distance learning program. You likely heard Governor Gavin Newsom share that reopening schools is a priority. This is great to hear and provides some hope. Of course, we are awaiting the details.

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COVID-19: Children, Families and Schools

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The following resources can help families cope and stay up with the latest information.

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This page will have the latest communication from the Lawndale Elementary School District regarding the coronavirus (COVID-19) as well as general resources to help ensure the health and safety of our students and staff.

Health Precautions

The cold and flu season is not over yet, and it is essential to take the proper health precautions. Remember to follow general guidelines for staying healthy during the cold and flu season. Make sure to practice everyday prevention, and please make sure to:

Wash your hands often with soap and water for at least 20 seconds.

Avoid touching your eyes, nose and mouth with unwashed hands.

Avoid close contact with people who are sick.

Stay home when you are sick. Here is an excellent resource for families (Too Sick for School?)

Cover your cough.

Sneeze into a tissue then throw the tissue away in the trash. Wash your hands afterward.

Clean and disinfect frequently touched objects and surfaces.

Message from LA County Superintendent

Handwashing for Primary Grades

Handwashing for Upper Grades

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This page will have the latest communication from the Lawndale Elementary School District regarding the coronavirus (COVID-19) as well as general resources to help ensure the health and safety of our students and staff. Health Precautions The cold and flu season is not over yet, and it is essential to take the proper health precautions.

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Lennox School District consists of eight schools in Lennox, CA.

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Board of Education Passes Emergency Resolution in Support of Superintendent's Declaration of Emergency Arising from the Spread of Coronavirus - COVID 19
The attached Declaration and Resolution authorizes to the Superintendent to take emergency actions in response to the rapidly changing situation relating to COVID 19. With these actions the Superintendent is able to take steps, such as altering the instructional delivery model, school hours, and staffing decisions on an emergency basis.

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COVID 19 Updates for Community and Staff

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Board of Education Passes Emergency Resolution in Support of Superintendent's Declaration of Emergency Arising from the Spread of Coronavirus - COVID 19 The attached Declaration and Resolution authorizes to the Superintendent to take emergency actions in response to the rapidly changing situation relating to COVID 19.

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Coronavirus Information * Page - Hermosa Beach City School District

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School Locator | Contact | Enrollment 310.972.6500

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The health and safety of our students and staff is paramount, and we are closely monitoring the spread of COVID-19. After a discussion at the May 6 Board meeting, it was agreed that MBUSD schools will remain closed through the end of the 2019-20 school year.

Q: Are there travel restrictions currently in place for students or staff in the U.S. or abroad?

A: No travel restrictions within the U.S. Avoid nonessential travel to China, Iran, Italy, or South Korea.

Q: Is there any guidance when parents have traveled overseas and have been directed to self-isolate by companies, but students are still going to school?

A: If someone in family is in self-quarantine but has no symptoms, others in home are not subject to being in quarantine. However, if a person who was self-quarantined develops symptoms, he/she is to let Public Health know and the rest of family will go into self-quarantine.

Q: Will the County notify us if there is a person in our community or district with a confirmed case of COVID-19?

The district will be notified if a person is identified with COVID-19 and he/she is a school staff member or student. Personal information is completely confidential. Public Health will advise district what information should be shared.

One student in California has been diagnosed with COVID-19 (from Elk Grove USD in northern California)

CA Dept of Health recommends that schools and districts take "common sense precautions" that help prevent the spread of all diseases. These can also be practiced by children and their families. This include: keep children home if they are sick until a fever has been gone for at least 24 hours without the use of medicine; seek medical care immediately if symptoms, such as a high fever or difficulty breathing, become more severe; cover coughs with a sleeve or tissue; keep tissues and "no touch" trash cans close by; wash hands often and keep soap dispensers filled; clean frequently touched surfaces routines; if desired, wear a face mask if you are coughing or sneezing.

Questions from children about the virus? Be honest and say there is a cold virus that is showing up in different countries. It makes some people very sick, but most people -- especially children -- seem not to get very sick with it.

Update from the L.A. Department of Health includes:

One additional case of COVID-19 in L.A. County; the total number of cases for the county is now 14

There are no known public exposure locations related to this case

CA Dept of Public Health recommends students, teachers, or staff who have a travel history over the course of the last 14 days to an area identified by the CDC as Level 3 Travel Health Notice stay home from school. Additionally, those who have been in close contact with someone diagnosed with COVID-19 should stay home from school for 14 days from the day of their last exposure.

Novel Coronavirus FAQs- (L.A. County Dept. of Public Health, 2/6/2020)

Cold and Flu Advisory - sent 2/3/2020 at 12:14 pm

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The health and safety of our students and staff is paramount, and we are closely monitoring the spread of COVID-19. After a discussion at the May 6 Board meeting, it was agreed that MBUSD schools will remain closed through the end of the 2019-20 school year.

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Many students, faculty, and staff in Los Angeles County are concerned about the current outbreak of the Coronavirus Disease 2019 (COVID-19). The CDC is working hard to learn as much as possible about COVID-19 so that we can better understand how it spreads and better characterize its associated illness. The Los Angeles County Department of Public Health is also working hard to develop guidance and education materials in the face of evolving information.

Please visit the DPH Novel Coronavirus webpage for FAQs and other resources that can be shared with members of your school community:

See the LADPH School Toolkit below for additional information.

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centinela valley union high school district

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Many students, faculty, and staff in Los Angeles County are concerned about the current outbreak of the Coronavirus Disease 2019 (COVID-19). The CDC is working hard to learn as much as possible about COVID-19 so that we can better understand how it spreads and better characterize its associated illness.

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Updates and Announcements
Freqently Asked Questions (FAQs)

The Palos Peninsula Unified School District has been been actively gathering information from the following agencies regarding news and updates related to the coronavirus:
Prevention Recommendations
The California Department of Public Health and the Los Angeles County Department of Public Health recommend the following steps to prevent the spread of all respiratory viruses:

Stay home when you are sick.

Washing hands with soap and water for at least 20 seconds.

Avoiding touching eyes, nose or mouth with unwashed hands.

Avoiding close contact with people who are sick are all ways to reduce the risk of infection with a number of different viruses.

Staying away from work, school or other people if you become sick with respiratory symptoms like fever and cough.

Cover your cough or sneeze with a tissue, then throw the tissue in the trash. If you do not have a tissue, use your sleeve (not your hands).

Kathy Barry, District Nurse (310) 378-9966 ext 891

Trent Bahadursingh, Deputy Superintendent (310) 896-3404

Messages from Los Angeles County Superintendent of Schools

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Palos Verdes Peninsula Unified School District

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Updates and Announcements Freqently Asked Questions (FAQs) The Palos Peninsula Unified School District has been been actively gathering information from the following agencies regarding news and updates related to the coronavirus: Prevention Recommendations The California Department of Public Health and the Los Angeles County Department of Public Health recommend the following steps to prevent the spread of all respiratory viruses: Stay home when you are sick.

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Harbor Regional Center provides quality services, support, information and choices for people with developmental disabilities and their families, to promote their participation as valued neighbors in our communities.

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Due to the Safe At Home order for California residents, our offices in Torrance and Long Beach are closed to the public, including the Family Resource and Assistive Technology Centers. HRC Public Meetings are also cancelled until further notice. Our staff are working remotely to continue supporting our clients and families.To contact our staff please refer to http://www.harborrc.org/contact/staff. For updates refer to http://www.harborrc.org/news
.
Debido al pedido de Safe at Home para los residentes de California, nuestras oficinas en Torrance y Long Beach, incluidos los Centros de Recursos Familiares y Tecnología de Asistencia, están cerca del público. Las reuniones públicas de HRC se cancelan hasta nuevo aviso. Nuestro personal está trabajando de forma remota para continuar apoyando a nuestros clientes y familias.Para contactar a nuestro personal, consulte http://www.harborrc.org/contact/staff. Para actualizaciones, consulte http://www.harborrc.org/news.

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Due to the Safe At Home order for California residents, our offices in Torrance and Long Beach are closed to the public, including the Family Resource and Assistive Technology Centers. HRC Public Meetings are also cancelled until further notice. Our staff are working remotely to continue supporting our clients and families.To contact our staff please refer to http://www.harborrc.org/contact/staff.

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Westside Regional Center (WRC) is one of the 21 regional centers that provide services to persons, age three and above, with a disability pursuant to the Lanterman Act and infants and toddlers, birth to 36 months, who have a need for early intervention services and who meet the eligibility criteria for the California Early Start program.

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Enfrentamos actualmente retos únicos en el cuidado de la salud pública y se nos está pidiendo que cumplamos con nuevas políticas de distanciamiento social. En consecuencia, todos nos vemos en la obligación de replantear la forma en que estructuramos nuestra vida cotidiana. En el Centro Regional de Westside (WRC) estamos para apoyar a nuestra comunidad en cumplimiento con los lineamientos e indicaciones del Departamento de Servicios para el Desarrollo (DDS) así como de los departamentos de salud estatales y locales. Las oficinas del WRC no estarán abiertas al público en este periodo ya que queremos desincentivar los desplazamientos y el contacto social. Sin embargo, el personal del WRC se encuentra trabajando y estará disponible para apoyar a las personas a las que atendemos.

Estaremos disponibles durante nuestro horario laboral normal, desde las 8:30 hasta las 5:30, de lunes a viernes, y usted puede llamarnos para recibir apoyo y asistencia.

Hemos habilitado un número al que puede llamar en caso de no poder comunicarse con su coordinador de servicios o si no sabe con certeza a quién debe dirigirse. El número es 310-258-4001.

Nuestra prioridad es la protección de la salud y seguridad de cada persona a la que apoyamos, ya sea nuestro personal, las personas a las que atendemos, sus familias, nuestros proveedores de servicios o nuestros aliados en la comunidad. En este momento se nos está pidiendo que sigamos políticas de distanciamiento social, lo cual significa intentar reducir el contacto social lo más posible y sólo salir de casa por necesidades esenciales. Tendremos que ser creativos en cuanto a la manera en que nos cuidamos e interactuamos con el mundo en este periodo, lo cual podría implicar utilizar las tecnologías para llevar a cabo conferencias y reuniones y adoptar nuevas actividades recreativas, como ir a caminar o tomar clases de ejercicio en línea.

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Update: COVID-19 Resources & Information For Our Community - Westside Regional Center

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Enfrentamos actualmente retos únicos en el cuidado de la salud pública y se nos está pidiendo que cumplamos con nuevas políticas de distanciamiento social. En consecuencia, todos nos vemos en la obligación de replantear la forma en que estructuramos nuestra vida cotidiana.

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ADEPT (Autism Distance Education Parent Training) Interactive Learning 

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ADEPT (Autism Distance Education Parent Training) Interactive Learning 

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UC Davis' MIND Institute/CEDD offers a 10-lesson interactive, self-paced, online learning module that provides parents tools and training to teach their child with autism and other related neurodevelopmental disorders functional skills more effectively using applied behavior analysis (ABA) techniques.

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Ciertas funciones en este programa fueron habilitadas en la creación del proyecto ADEPT para ayudar a hacer este módulo tan accesible como fuera posible para personas con discapacidades. Estas incluyen:

Subtítulos están disponibles haciendo clic en el botón CC en cualquier diapositiva. Estos subtítulos están sincronizados con el audio y avanzan automáticamente con las diapositivas.

Las diapositivas pueden ser leídas en voz alta por un lector de pantalla, aunque a veces es necesario hacer clic en la presentación para activarla con el fin de obtener un lector de pantalla para leerla. En otras palabras, a veces no se refresca automáticamente cuando cambia a una nueva diapositiva.

Diapositivas conteniendo vídeos no tienen subtítulos. En lugar de éstos, hay una transcripción completa del vídeo en cada diapositiva, la cual contiene todo el audio hablado, así como también una descripción escrita de lo que está sucediendo en el video. Este es un documento PDF que, como se menciona antes, puede ser leído por un lector de pantalla para personas con deficiencias visuales.

A pesar de que muchas de las funciones interactivas no están accesibles a las personas con impedimentos visuales, éstas fueron programadas de tal manera que un lector de pantalla debe ser capaz de describir la actividad y contenido educativo para el alumno.

Cuestionarios también pueden resultar difíciles para las personas con impedimentos visuales, por lo que el principio de cada sección de cuestionario contiene una versión PDF de ese cuestionario, la cual puede ser leída por un lector de pantalla. El cuestionario puede verse en la diapositiva del cuestionario inicial si presiona la tecla Q, y las respuestas están disponibles se presiona la tecla N.

Controles del teclado también se han activado para ayudar a evitar el uso del ratón si es necesario. Por favor, tenga en cuenta que éstos probablemente no trabajarán con todos los navegadores. Los que se probaron fueron el Internet Explorer en Windows y Safari en Mac OS X, por lo que ADEPT deberá trabajar con esos dos navegadores. Las instrucciones clave se incluyen en la siguiente sección.

Controles:

Para ir a la siguiente diapositiva presione la tecla con una Flecha hacia la Derecha

Para regresar a la diapositiva anterior presione la tecla con una Flecha hacia la Izquierda

Para pausar la presentación presione la tecla con una Flecha hacia Abajo

Paras empezar o reanudar la presentación presione la tecla con una Flecha hacia Arriba

Para abrir el Glosario presione la tecla G

ara abrir las Notas Guía para lecciones presione la tecla N

En diapositivas con vídeo, abra la transcripción del vídeo presionando la tecla T

TPara cerrar una lección en Windows, presione la combinación de las teclas Alt-F4

TPara cerrar una lección en Mac OS X, presione la combinación de las teclas (Apple)-W
*Hay varios controles adicionales que son específicos a ciertas diapositivas y se anotan en cada diapositiva en particular.

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ADEPT Training | Center for Excellence in Developmental Disabilities | UC Davis MIND Institute

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Ciertas funciones en este programa fueron habilitadas en la creación del proyecto ADEPT para ayudar a hacer este módulo tan accesible como fuera posible para personas con discapacidades. Estas incluyen: Subtítulos están disponibles haciendo clic en el botón CC en cualquier diapositiva. Estos subtítulos están sincronizados con el audio y avanzan automáticamente con las diapositivas.

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Supporting Individuals with Autism Through Uncertain Times

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Supporting Individuals with Autism Through Uncertain Times

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AFIRM® published  an excellent  article in downloadable PDF to help students navigate the changes in daily routines brought about by the COVID-19 school closures. The lessons, materials, and links are helpful  tools that guide teachers and families in teaching students safety, good health and hygiene.
Standards Alignment: CA Health Education Standards
Accessibility: High

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Some families seem better able to connect and schedule online cooperative play groups, both the types of activities that help kids feel connected and actually getting connected with other kids online. Are there resources to help develop these online communities?

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Spanish  Google Classroom Guide for Parents

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How can families better connect and schedule online play groups?

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How can families better connect and schedule online play groups?

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Below is a helpful article written by Dr. Ariel Horvitz, from the Family Institute at Northwestern University in May 2020.

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During this time of social distancing, many families are exploring how their young children can continue friendships without play dates or school. For young children, video calling may create anxiety or a sense of loss. They may be telling you that they miss their friends more after video calls or that they are not interested in sitting at the screen. Video calling on its own, only allows for verbal communication to easily occur. Nonverbal cues are hard to catch, and physical contact is removed.

This week we will explore some modifications for video calling, as well as alternative options for parents to try with their young children at home.

Tip #1: Family Values and COVID-19

The first step is to define family rules around social distancing. This may be impacted by state ordinances, health concerns in a family or other factors. Have an open discussion about COVID-19, using age appropriate language. The goal is for the child to be able to answer the question "Why do you have to social distance?" Then discuss family rules around outside social interactions. Young children benefit from having rules written down and paired with visual reminders.

After deciding on the family rules, work with your child to create a list that can be hung in a shared area. Your child can decorate it or choose different colors/designs. Rules may include games that can be played outside (example: bike riding), how to make sure you are far enough away from someone, when to wear a mask or how to appropriately wash your hands.

Here are some helpful links for talking about COVID19:

Tip #2: Modifications for Video Calling

We know children need parallel play when transitioning to new situations and activities. This occurs when children play next to a peer and can observe them. We also know not all children can or want to sit in front of a screen and talk. Here are some helpful modifications parents can organize to help their child engage with peers in way that may feel more typical and natural for them.

Create a theme for the meeting: Plan with caregivers to have all children situated with similar toys for the video call. Themes could include Legos/building, arts and crafts, action figures/dolls. This will allow your child to experience an opportunity for parallel play which may help them process video communication in a more natural way and then move between engagement and separation.

Dance Parties: For older children, each child can take a turn playing a song for everyone to dance to. Younger children may benefit from a caregiver DJ. Not only does this allow for children to have a shared activity, it's also exercise!

TV-show or Movie party: Similar to creating play themes or dance parties, having a shared focus point can help direct attention and increase engagement through a shared interest without putting pressure on a child to entertain their friends.

Tip #3: Alternatives to video-calling

For some children, video calling may create anxiety. They do not know when it is their turn to talk, and they become overwhelmed by all the visual and verbal cues on the screen. For others, video calling may be too difficult due to feeling bored, inattentive or disinterested. Video calling may also serve as a reminder to how different things are now which may increase feelings of sadness or frustration. Below are some ideas for connection that build-in time to think and process what wants to be said to a peer and process responses.

Write letters

Draw pictures for friends

Send a mini-care package: A small box could include a small game, a card or your child's favorite snacks they want to share

Film a short video for friends and text or email them: Ideas include a funny skit, a message saying hello or a silly dance or face. You can also take your child's interests and create a mini-tv show for their friends, such as a cooking show showing your child's favorite fast snack recipe or your child leading a science experiment

Window decorating: You can create window art with painter's tape, tissue paper for a fake stain glass look, decorating with signs or using window crayons

Sidewalk chalk: Decorate your neighborhood sidewalk with pictures or messages to friends

Video games with safe chat options: Some video games have the ability to create invitation only parties where kids can play together. Adult set-up is required and caregivers should use their discretion with online games. Games with an ability to play with friends include Minecraft, Animal Crossing, and The Lego Games.

Tip #4: Adult Supervised Group Calls

Some groups of children may benefit from an adult lead activity. In early childhood, turn taking skills are still being developed. Typically, with play dates or during the school day, adults are there to monitor games and activities. Video calling and virtually connecting increases the difficulty with turn taking. Adults can help mediate conversations and ensure even participation. They can also create a shared focus that removes the pressure to entertain each other and rather focuses on joining in an activity.

Tip #5: Slow to Warm Up Kids

"Slow to warm up" refers to children who need to take time observing before feeling comfortable engaging with others. Even though your child may know their friends, video calling creates a novelty in communication that may increase the need to step back and watch. Not everyone enjoys being on camera or participating in video calls. However, when a young child is receiving several invitations, parents can worry that saying no may lead to their child missing out on future peer engagement. Parents should find a balance in saying yes to a few invitations and allowing their child autonomy with their free time. A good comparison may be birthday invitations - your child does not need to go to every birthday party, but it can be meaningful to attend parties for close friends. Here are some tips in helping your kids with video calls:

In group calls, allow your child to observe the interactions without pressure to join the conversations.

Allow periodic participation - moments of coming and going/distractions are understandable. Children can use the "mute" function to come and go without disrupting their peers.

Give your child a fidget, toy or markers they can use when they need a break from looking at the screen. Young children are not looking for when one friend in a group stops talking or looks away. The formality of business calls does not need to apply to play-time calls.

After the phone call, ask your child about what they heard, who said the funniest joke, who wore the brightest shirt, etc.

Talk with your child about feelings that came up during the call and after. It is common for feelings of happiness or excitement to occur during the call, and loss or sadness afterwards. Reflect on these feelings and normalize them for your child.

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Maintaining peer engagement during social distancing for young children

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During this time of social distancing, many families are exploring how their young children can continue friendships without play dates or school. For young children, video calling may create anxiety or a sense of loss. They may be telling you that they miss their friends more after video calls or that they are not interested in sitting at the screen.