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.

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.

‘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.