Shaping Young Brains
CUPS educators are finding innovative ways to connect with students during COVID.
“Parents are learning right along with their children while viewing the teacher on screen. They learn important lessons like voice modulation, appropriate language levels and expectations, and how to engage their children in meaningful conversation and activities.” - Karen Allen, Child Educator
In a recent blog post, we shared how, in response to COVID, the CUPS Nurturing Parent Program team looked for innovative ways to keep their sessions going. Normally held in-person at CUPS, they moved the program to an interactive, online session format. By doing so, facilitators were able to continue the incredible progress of participants and ensure they could graduate after 16-weeks.
Our Child Development Centre faced a similar dilemma. How to connect with students and shape young brains when educators could not be physically present? Though it seems counter-intuitive, our educators took to the screen.
Thinking outside the box
The CUPS Child Development Centre offers full-day preschool and kindergarten classes for children ages 3 to 6 who come from low-income families. For years, educators had been advising parents against screen time. Rather, they encouraged families to go out into the world, where real learning happens and connections are made. With social distancing restrictions and staying at home being encouraged, getting outside was not possible and educators were challenged to think of a solution.
Top of mind was the potential consequences of staying at home for prolonged periods of time, including increased stress levels in the homes of our children and families. With increased stress comes an increased risk of emotional dysregulation, for both parents and the child. And we know that when children are dysregulated, they cannot access the part of the brain that they need for learning. An innovative solution was needed.
Using science to share the program
With this in mind, the team redesigned their service plan around supporting emotional regulation in the home. We know that a young child’s nervous system needs to see the faces and hear the voices of the familiar, safe and caring adults in their lives to help them regulate their emotions. We also know that predictable, structured, routine activities help support regulation as well.
After careful research and consideration, they decided to carry out the program online using live blogs.
Parents were sent a link to the blog and were able to login daily to follow along with their families. What does the program entail?
Daily Circle Time. Educators tape daily circle times with all the familiar songs and activities the children know and love.
A Focus on Routine. In addition, educators walk children and parents through structured, therapy-based activities, similar to their previous routine in the classroom.
Staying Simple. The goal is to avoid creating more pressure and stress. Educators want families to be able to access the blog, click on the daily activities and sit and enjoy singing songs and playing games with their children, guided by the classroom teachers in a fun and engaging way.
The biggest takeaway? Sometimes bending the rules and thinking about the box is a must. Despite past recommendations, our CUPS educators learned that sometimes, screentime is okay! In the end, it is all about connection and positive shared moments between parent and child learning together.
Feeling inspired and looking to help our students but not sure how? Consider donating to the CUPS COVID-19 Urgent Needs Fund. Donations go directly toward building resilience in vulnerable Calgarians, education included.
Interested in getting involved at CUPS? Click here.