Let me start with this: distance learning is made possible for our families because I run a preschool classroom, not a discrete trial instruction classroom. My focus is creating access to the rich literacy, math, and play-based experiences that are the foundation for a life-long love of learning. Is distance learning perfect? No. I would much rather have my students in my classroom every day, laughing and making memories together. Is it possible? Yes-ish, or at least as best we can, given the circumstances that we’re in.
Yes-ish: Because distance learning is inequitable. The end. Some families have easy access to internet and multiple devices. Some do not. Some families have time or a stay-at-home parent. Some do not. Some are more worried about health, job security, and food on the table. Understandable. Some students are able to sit and work for a little while. Others need direct adult support for every activity. Some know many words on their device, while others are very emergent communicators. A good classroom for our students is a classroom where universal design and accommodations create access. And not all of the elements needed transfer easily to distance learning.
Yes-ish: Because to try is better than not to try. When possible, I’ve done what I can to make distance learning more equitable. I use a platform that I know all of my families are able to access. I assist them to fill out the information needed to get technology support through the county. I use a combination of asynchronous and synchronous learning, a combination of hands-on and sit-down activities, so that each family is able to flex learning around their needs. But it’s not perfect. And any conversation about distance learning has to acknowledge that. It’s doing the best we can with the hand we’ve been given.
Our Distance Learning Plan
AAC System Support – We started a video-based parent training on AAC earlier this year, and finished out the training modules as schools went into closures. Every two weeks, I will send an activity template that encourages modeling and creating communication opportunities at a specific activity or routine. I also post a video explaining or modeling how to do this, pulling from videos I have of their own students when possible.
Sample Schedule – I sent a sample morning schedule home to families who may be struggling to figure out how to structure their day. I was torn about this, because I don’t want to put pressure or stress on families. But several families asked specifically for some guidance around this. The schedule alternates a more structured activity (e.g., reading a book together) with child-directed play. For example, breakfast – movement activity – literacy choice – play – snack – movement activity – math choice – play.
Activity Menus – This is my favorite. It’s my favorite because 1) it requires no technology or computer, 2) there’s built-in flexibility, and 3) this is where I can list ideas for hands-on activities. I am creating an activity menu every two weeks for families. There are five activity ideas each for literacy, math, sensory, and outside play. Yes, that means that half the menu is movement-oriented. It was a deliberate decision. Activity menus allow me to encourage and describe the more hands-on ways of learning that we love in early childhood in a way that isn’t otherwise easy to capture in a “packet”. All activities have been done previously at school. They typically range from 3-10 minutes in duration. They also can be repeated frequently.
Daily Prompt – Every day I post 1-2 prompts to See-Saw for a quick daily check-in with families. Some days, I connect it to the Activity Menu. For example, I shared pictures of home obstacle courses for inspiration on Friday. I’ve also connected it to communication, such as asking students to share what their favorite snack is using the picture communication board or their talkers. Finally, I’ve sent videos of read-alouds, modeling AAC while singing a favorite song on YouTube, and puppets practicing articulation. All quick and easy. The goal here is not to overwhelm families with a jam-packed schedule, but to provide a variety of opportunities. I want families to be able to design their day. Do they only have time for their child to watch video read-aloud while they fold clothes? Great, done. Do they need more things to fill their day, or are they worried about a specific academic skill? Great, we are building a whole library of prompts that you can go back and revisit anytime you want.
Manipulatives – Guys, if you could see the backpacks. When we first closed, I crammed everything I could. Puzzles. Bingo Dotters. Watercolor sets. Paintbrushes. In an ideal world, I would love to make a little “distance learning kit” that I could drop off at homes. Bubbles. Shaving cream. Water beads. Play-Doh. I would fill it with so much sensory. Preschoolers benefit so much from that sort of hands-on, get messy play. Rich sensory experiences provide communication opportunities, language development, science exploration, build math concepts, and strengthen motor skills — and fun. I’m not sure our society gets this, with how much we have to fight for developmentally appropriate practice. It’s something I am trying to stress with my “everything is optional” and “play is central” and “look, so much movement” activity boards. Because it’s true. Play is the work of childhood.
Office Hours – I’ve set virtual up office hours twice a week where I am available for parents to come, ask questions, share experiences, etc. I am pretty available on See-Saw via messaging, but wanted another option. I think sometimes families are afraid to bother me with requesting an appointment or time to talk, so I am hoping this eases their mind. I have them set up once for the morning and once for the evening so that families can choose the time that works best for them.
Virtual Circle Time – We have circle time twice a week right now. It’s filled with music, singing, and dancing — and, of course, lots of modeling on talkers. Even our stories are video stories. I wanted to make it super enticing and enchanting. I really didn’t want my families to have to spend time fighting their child to attend. I don’t even do that in real life… We use sensory regulation, children’s interests, and choice-making to entice children to circle. It’s just that there’s a lot less opportunity for hands-on action in virtual circle time. So we’re focusing on embedding literacy and counting concepts in our favorite songs and stories as we come together each week.
Visual Supports – I’ve offered home picture schedules, first/then boards, and other visual supports to families via digital access or mail.
Optional Activities – Finally, for families who want more, I am posting additional — but very optional — activities on See-Saw. I post a teaser each Monday on activities that are available, and students / families can choose to log-in to complete them or not. These tend to be more structured activities, but still short. There’s currently an activity for matching letters and one for creating your own school bus (including adding pictures of yourself or your family). They can be completed one per day, all in one day, randomly throughout the week. Some families have asked for the code to log-in. Some have not. It’s all good.
Throw in a ton of “this is optional” and “do what you need” and “I’m here for you” reminders… Then that basically sums up our current distance learning plan. I hope it sparks some imagination for you if you’ve been struggling with how to reach your littlest friends or your students with higher support needs. May you find the right combination of magic to support your families, whether they wish for a lot or a little.