1. All Learning is Understood Developmentally
Reconnecting with learning should not be threatening or overwhelming. Children will have had different experiences during lockdown. We should manage resources to continue offering activities that are motivating and enjoyable. These should be designed to help children recognise and appreciate their personal strengths. Play and fun remain at the heart of the experience to help children reconnect with practitioners and their learning.
Learning activities should be considered in the context of the current physical distancing measures and related guidance. We need activities that will help us connect socially but keep our distance physically e.g. play, outdoor activities, gardening, music, drama, art, sport, baking, shared snacks and meals.
What happens when we spend more time outdoors? Zoe Sills from Earthtime for All in Elgin, explains the benefits of outdoor play-based learning for adults and children in Scotland.
Consider children’s different attachment needs. Children who find relationships difficult may need experiences they can engage in independently at first, giving them time to build their tolerance of staff presence. This can be done using the play as the bridge, as opposed to the relationship so copying and/or commenting on what they are doing. Children who need constant adult connection might need regular feedback and reassurance.
Attachment Theory Explained
Realising the Ambition describes the importance of establishing positive, loving, nurturing and understanding relationships. It gives a clear understanding of attachment and how important it is in times of change and uncertainty. It also describes how nurturing relationships help children deal with what is happening (page 32).
‘Catching up’ is not our first priority. We need to give children the time to make the transition, share their experiences and reconnect. We can observe, assess and take them from where they are at, when the time is right. Concepts and skills may require to be revisited and consolidated. Some children may have regressed and others may have leapt ahead in their development. We want to make sure the foundations are strong before introducing new concepts and skills.
Practical Ideas
Let the children explore their environment to begin to engage with play. Be quick to respond to individual interests to provide a comforting experience. Ensure planning is focused on routines, interests and health and well-being.
Outdoor play should be on offer as much as possible - active experiences provide freedom to explore and allow children to become comfortable with their surroundings.
Spending time with children should be the main priority - establishing a secure environment through relationships and play.
The use of familiar songs and rhymes help children feel secure. Regularly using a song bag with items representing all the songs they know and love with provide a sense of familiarity.
The children may need extra support in different ways e.g. putting on their coat, putting paper on the easel, returning toys and following routines. Give extra help while supporting children to become independent again.
Use clear language e.g. now/first and next/after for those struggling to adapt to the setting's routines.