The COVID-19 pandemic brought unprecedented challenges to education, particularly in the realm of early childhood learning. With social interaction being a cornerstone of young children's development, teachers had to navigate the complexities of remote instruction to ensure that social and emotional learning (SEL) continued to flourish. The study "Drawing from and Expanding their Toolboxes" provides valuable insights into how preschool teachers adapted their strategies for this new virtual environment.
The Importance of Social and Emotional Learning (SEL)
Social and Emotional Learning is crucial for young children as it lays the foundation for healthy identities, emotional management, empathy, and relationship-building. According to CASEL (2020), SEL encompasses five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are vital for children’s readiness for formal schooling and overall success in life.
Strategies for Scaffolding SEL Remotely
During the 2020-2021 school year, eight preschool teachers from New Jersey creatively adapted three primary strategies to scaffold SEL in a remote setting:
- Book Reading and Discussion: Teachers utilized book reading to introduce social concepts like kindness and cooperation. They creatively used digital resources such as YouTube videos and reading apps like Epic books to engage students in discussions about emotions.
- Utilizing Visuals: Visual aids such as picture cards and emotion cards were employed to help children express and understand feelings. Some teachers even created "Solution Boxes" with visuals to prompt discussions about emotions and problem-solving.
- Engaging in Targeted Conversations: Teachers devoted time for focused conversations about feelings. Activities included singing nursery rhymes like "If You’re Happy and You Know It" and encouraging children to express their emotions through drawing or movement.
Overcoming Challenges
The transition to remote instruction was not without its challenges. Teachers faced barriers such as home distractions, lack of in-person interaction, and limited support from home environments. Despite these hurdles, the teachers demonstrated adaptability by incorporating online resources into their teaching toolboxes. However, they acknowledged that in-person instruction remains the most conducive environment for nurturing SEL due to its inherent social nature.
Implications for Practice
This study highlights the resilience and creativity of educators in adapting their teaching methods during challenging times. It underscores the importance of reflection on teaching practices to inform future strategies. As educators continue to navigate various instructional modalities, it is essential to creatively orchestrate learning experiences that support young children's social and emotional development.
For practitioners looking to enhance their skills or conduct further research, this study provides a foundation for understanding effective SEL strategies during remote instruction. The insights gained can be applied across different educational settings, ensuring that SEL remains a priority regardless of teaching context.
To read the original research paper, please follow this link: Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19
