Play is a crucial aspect of childhood development, socialization, physical, and mental health.
I was nervous to begin this school year because of the clear deficit this class had socially and physically, but through play, the gap has closed significantly. I have been amazed to see how quickly my current class of students (Pandemic Toddlers) have learned to socialize, imagine, play, and grow. Our goal is to prepare students to develop an enthusiasm for learning, an ability to function in a social setting, age-appropriate communication and problem-solving skills, and maintain optimal health ( First Class Pre-K, n.d.). Alabama First Class Pre-K uses a play-based learning program. To bridge the gap for these students, play based learning was pertinent. We have had several guardians confess they were nervous to leave their child at school because they had never been separated from them before.Īlthough the Pandemic Toddlers in my classroom came to me academically much higher on average than previous years, they also came to me this year with a deficit in social skills, imagination, creativity, and physical activity. Some of these children admittedly had never been anywhere since the Covid-19 Pandemic. The only environment they were able to explore was the one they were quarantined in for half their life. They were isolated from other children their age and going places like playgrounds, public spaces, schools, daycares, etc. These children only learned to read the facial expressions of those they shared a home with, as any other faces they saw in person were covered with a mask.
al, 2022).Īt the age where, typically, children begin to explore the world around them and attempt to understand their surroundings, this group of children were, understandably, secluded from this “normal” developmental stage. Parents of young children have explained some barriers they encountered during the Pandemic on their child’s physical activity such as not being able to spend much time with their children due to work, and difficulty finding age appropriate, motivational activities for their children to do (Vega-Perona, et. This group does not use their creativity and imaginations the way previous classes have, and I fear the next two years of students will have a similar experience.
BLUE BLOCKS HOW TO
One major issue Pre-K teachers are noticing with the current group of students is they do not know how to engage in play.
One of the biggest challenges of the Pandemic I have experienced and had never considered until recently was how the then “Pandemic Toddlers,” now Pre-K students, would be impacted. Trying to host a Zoom call with 22 four- and five-year old children was interesting to say the least! On top of being a pregnant mother at the time, I also had to teach my own students. I had to refresh my memory on math strategies, learn how to operate Power School, ensure they had access to a laptop or tablet to make their Zoom meetings, and do my best to entertain them while we were quarantining. My daughters were in first and second grade when our world shut down. The pandemic posed multiple challenges for me as a mother and a teacher. in person to Zoom meetings, socially distanced supply drops, working from home, wearing masks, and quarantining. Teachers, parents, and students adjusted their lifestyles and had to learn a “new normal.” Life went from going to school, work, daycare, the grocery store, a friend’s house, etc. I am sure everyone remembers experiencing or hearing of the horrors and challenges presented by Virtual Learning. Teaching during a pandemic certainly presented its challenges. By Stacia King A Kindergarten teacher’s perspective on how play-based learning is helping with deficits today’s students face.
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