Take part in creating learning environments that support children's holistic development while maintaining health and safety in the midst and wake of the COVID-19 pandemic.  

Description of Learning Experience

In January of 2022 I participated in a webinar with Dr. David Tranter about developing effective assessments and using observations purposefully to contribute to the conversation about the need to support social/emotional wellness in the pandemic and post-pandemic learning environment. 

Documentation of Participation

Application of Professional Learning

I recognize creating safe environments is more necessary for certain students.  In my work with diverse groups of children, it will be necessary to identify which children would most benefit from safe and directly responsive settings and cater the environment to their direct needs because they are most at risk of an amygdala hijack and continuous stress. 

Documentation of Participation

Application of Professional Learning

Taking part in an Action Research project throughout my placement allowed me to reflect on Best Practices that could be implemented to support the needs of children, particularly a child experiencing the ADHD diagnosis process.  When beginning this Action research project I did not know much about the ADHD diagnosis process or how to support children without formal supports, however I quickly learned that each child can be supported differently depending on their experiences, temperament, and learning styles.  Moving forward, as I work with diverse children, I know to identify the needs and preferences of each child and provide them a platform to vocalize their own needs and goals.  As I work with different groups of children, I will continue to meet the individual needs of individual children by creating supportive teams of adults that include teachers, educators, and family members.  

Reflection on My Learning

Throughout COVID-19, it has been necessary for educators to pivot their traditional practices and create spaces where children can learn within the context of relationships while maintaining health and safety protocols.  In addition, I recognize that COVID-19 increases the NEED for relationships where children feel safe in a world that is unsure and unpredictable.  Above all, relationships are key not only for children's ongoing learning, but to prevent stress and trauma.  Moving forward in the wake of COVID-19, I will continue to use language with school-age children to build relationships and create spaces where I have the opportunity to respond to children's needs.  Very little is known about COVID-19 best practices, however it is recognized how this could be detrimental to development and I recognize the need to work collaboratively with colleagues in order to create safe spaces.