We were fortunate to have Barbara Kaiser present Beyond Covid-19: Supporting Children, Families, & Staff to Reintegrate to the New Normal on June 11, 2020. Many of the participants had questions that we were unable to ask. Barbara was kind enough to answer them and they are posted below. Here is a link to the recording: Beyond Covid-19: Supporting Children, Families, & Staff to Reintegrate to the New Normal Click here to: Download the PowerPoint Slides Video_Tom Foolery Complete the Professional Development Reflections Form Apply for CEUs (Optional, in addition to your free Certificate of Attendance!)
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Q.1. Do you suggest conducting reintegration orientation sessions with parents and children?
A.1.
You do not want too many people at the center so this may be problematic. However, you should send all families a copy of your site plan for re-integration and provide n opportunity for them to contact you if they have questions.
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Q.2. Many people asked about the video
A.2.
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Q.3. What are some of your suggestions on keeping preschool children separated in small groups and maintaining those small groups?
A.3.
You can create cohorts of 4 children that can play together and then mark the indoor and outdoor areas that each cohort should stay in. The children can move to other areas as a group, however, they recommend cleaning between changes. In all honesty, this can be very problematic and the most important thing is for the children to wash their hands regularly.
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Q.4. I really like what she spoke about with the drop off being quick and positive. Can Barbara write out a little bit about the importance of that that can be shared with families?
A.4.
Drop off will be hard for the families and the children. I suggest that you contact each family and discuss and address their concerns about returning. In addition let them know that drop-off will be difficult as their child has been home with them for so long and there is so much anxiety in the air. Suggest that they can help by developing a ritual, like a good-bye song. Emphasize the importance of the non-verbal communication as well as their tone of voice and cadence as children are very aware of body language. Reassure them that even if their child is struggling, you will be there for him/her and once they have said good-bye, they need to appear relaxed, smile and leave. Lingering will only make it harder for everyone.
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Q.5. At my work place we just had a meeting and we were told that Head start and school district said no change in ratio so how do teachers keep social distancing especially with children who have challenging behaviors?
A.5.
Clearly they are not emphasizing the need for social distancing as it would be impossible. In addition, you can expect additional behavior problems so take a lot of deep breaths. This will not be easy. I suggest that you bring as many large, long sleeved shirts with you that you can put over your clothes so that when you do need to make physical contact with a child you can remove it before working with another. Keep your windows open and spend as much time outdoors as possible.
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Q.6. I’m in Georgia and we are starting off with 8 children and 2 adults. We have been told to deplete Housekeeping Area all together. I’m worried about kids getting bored.
A.6.
The dramatic play area is important as it allows children to express their concerns, so I would suggest using puppets (educators not children) and try to generate important conversations. Also there are a lot of other opportunities that can keep children happy, busy and learning.
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Q.7. Any ideas on how I can channel my anxiety??? I feel like I have to give quick hugs when the children run up to me ...HELP ME!! Lol
A.7.
You do! I suggest that you bring as many large, long sleeved shirts with you that you can put over your clothes so that when you do need to make physical contact with a child you can remove it before hugging another. If this is not possible, don’t panic, their emotional health is important. You need to assess the risks.
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Q.8. What is the best way to meet the developmental and emotional needs of students who will transition to a new classroom for the summer, and then transition again to Kindergarten?
A.8.
Focus on their social skills, need to feel safe and opportunities to make choices. This will be hard for them and they need to have sense of control.
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Q.9. Many people asked about dividing a group of 8 into two groups.
A.9.
In order for this to be effective you should consider the group dynamics when creating the groups and explain to the children in a positive way that they are now in smaller groups, etc. Also, there needs to be some kind of physical separation either with shelves or a temporary wall. As far as activities are concerned, both small groups can do the same thing or something different. That would depend upon how you and your teaching partner want to make this work.
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Q.10. Any suggestions for families that have not taken this seriously and the child/family will not know or have experienced the 6 feet separation.
A.10.
I would be very direct about this. You need to emphasize the social distancing among adults and if they do not understand or respect that requirement they should be asked to leave. As for the children, it is unrealistic to expect children younger than 5 to maintain 6 feet distancing.
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Q.11. Is it safe to sing aloud and read aloud to the children?
A.11.
You should check the State and District regulations. I would say that to be sure you should probably wear a mask and have the children sitting as far apart (close to 6ft) as possible.
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Q.12. I was asked to have the children stay alone in their"POD" area. No playing with children. How can I make the children understand this?
A.12.
If this is a requirement, I would say it is best not to open.
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Q.13. My fellow teachers and I will be wearing masks when our school reopens. How do we relate to children when they can't see our faces?
A.13.
Eyes can be very expressive. play a game with the children and ask if they can tell if you are smiling, frowning, etc. Also, try to find a mask they would like if you can.
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Q.14. Is it best to keep the room arrangements the same and keep the kids in the same rooms upon return to the center?
A.14.
It is a good idea to minimize change, but if you have fewer children and they need more space you might have to do some re-arrangement.
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Q.15. For family child care....How do we incorporate our school age children when transitioning from school to care? 2) How would you suggest maintaining an outdoor environment in the winter? Rain or Snow?
A.15.
1) You should keep the school age children separate when they are coming from school. They should wash their hands before they do anything else.
2) Kids don’t melt – they love it outside rain or snow. They can go on walks, sledding, build snowmen, paint in the snow, You just need to be sure that every child has appropriate clothing.
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Q.16. Can you talk about comforting babies and how you are to care for them if there is to be no touching?
A.16.
I suggest that you bring as many large, long sleeved shirts with you that you can put over your clothes so that when you do need to make physical contact with a child you can remove it before comforting or diapering another.
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Q.17. How would the role of Master Teachers and PIRT work? Would they only be allowed to go into 1 class a day?
A.17.
Check the state/district requirements. This would probably depend upon other restrictions such as masks, changing clothes, hand washing, etc.
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Q.18. Since the virus does not show immediate signs what will be the steps to follow should a child develops a fever while at the Daycare?
A.18.
The CDC suggests having a separate room.
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Q.19. My parents have so much faith and confidence in me, but I am very scared Do I tell them that I am scared and run the risk of making them go somewhere else. Do I include them in helping me solve my fears?
A.19.
Be honest, share your concerns, they will share theirs and together along with the required restrictions you will be able to provide emotionally and physically safe environment. If my child was registered in a center or private care home with people who were not worried, I would be more concerned.
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Q.20. How do you suggest administrators support early childhood educators in their mental and emotional health?
A.20.
You need to listen to their concerns, think outside the box, reassure them when appropriate, find ways to support their resilience. None of this is easy, but chances are you have supported your staff through a variety of crises so look at what helped. There is no easy or single answer. Every director and every staff member is different. It really boils down to relationships and trust.
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Q.21. Are there any studies or information on the hazards of wearing masks with infants to 5 year old? I am concerned for children who are not seeing faces for 10-11 hours a day. Children who aren't being able to see emotions. I am concerned for children coming in from being off and not knowing who is their teacher is.
A.21.
Actually wearing masks is to some degree a cultural issue. Caregivers of infants in some cultures always wear masks. However, in the US culture which relies heavily on facial expression and eye contact to identify emotions it may be a real concern. You can certainly find ways to identify yourself with photos, etc. Check your States recommendations. Many physicians feel the same way you do and find that some of he required restrictions are not supportive of healthy mental health.
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Q.22. How do you suggest we help parents and carers understand the reasons for children's changed behaviours so they understand how this is linked to the uncertain experiences children have endured.
A.22.
Provide training, research, articles, books on the impact of trauma on behaviour.
