... What's it like to be a childhood educator at a distance? A great challenge I can assure you.
I'm not a youtuber nor have ever been trained for what was coming around the corner.
All the proposals laid on the table required many hours of work. Not only related to the preparation of materials, but also the research, implementing and editing of the materials. Learning is fantastic and so is self-teaching. However, there was no time for that. Concerns such as: "how effective is what I’m about to share and to promote? Will it help "my" children, “my” families, to further deepen their ideas? How useful will it be? Will they be able to combine it with the current four wall family dynamics plus online teaching”? "How do I respond to what is bureaucratically requested of me and what really makes sense to me regarding a specific group of children and their families that have been entrusted to me?" "How to separate pedagogical goals from the proposed learning through play and still acquiring skills? " ... there are many uncertainties, the anecdotal work is kept, the development of daily activities continues, the compliance with the rules that arises frequently... and so I live under a "raft" in a new sea and unknown horizon. The gentle breeze comes from the response of children and their families to the proposed challenges and that itself encourages and energizes me not to give up and to continue to move forward.
The greatest concern and goal have always been that no one should feel excluded, no one should be longing to be part of the group, everyone should feel that they belong to an educational community that is united and accepts all others for who they are. From email and sms exchanges, meetings on zoom, WhatsApp and video calls, creating and maintaining of a closed Facebook page group, to Facebook live’s every morning, all these was taking place and being accomplished. A variety of activities were shared and recommended with families and children; they could choose whether to perform or not, they weren’t mandatory. Topics included stories, games, songs, experiments, building projects and several other activities done by families and children were shared to this educational community.
All accomplishments were teamwork effort mine and with families. Their constant feedback, sharing of overcame challenges, new proposals, ideas, family moments, talks over phone and other ways, showed that communication was happening and flowing, within the time constrain of each family. I have a great affection and empathy for all these families and I feel the same from them, not just because of the current social situation we are in, but because it is a relationship that we have been nourished since the beginning of our commitment. Families are the core and the main reason of my work , without them no work developed by any educational professional has the desired success. In order for children to attend online classes it is necessary to have the family support and availability, not just to connect the computer (or mobile phone / tablet) but essentially to be present and accompany the child, (especially if it is a when it is the youngest). Hence the importance of a relationship of trust, respect and even friendship between the educator and the family and vice versa.
The proposed activities also aim to give families the opportunity to choose between performing them together or for the child to carry it out independently, allowing parents to continues with their daily chores while providing autonomy and trust to the child to become an independent leaner.
The choice of materials and proposals at the time of confinement are also contemplated. Using materials that are difficult to access compromises the performance of the activity by the families who are willing to take part. It is also considered the physical space in which the activities can be carried out, which can happen indoors or outdoors, depending on family circumstances.
I’ve also taken in consideration family dynamics with more than one child, mainly if there are siblings attending online classes. That's why it's important to hear to the family’s feedback and be attentive to all that it’s not said.
These activities, although playful, are based on the premise that children learn best through to play (as they always do), therefore activities are planned accordingly an games are always implicit and included.
Another challenge was how to reconcile all this with my own personal and family life. I am a mother of two daughters attending homeschool, I am a wife and daughter. And the truth is that I no longer have schedules (and if before were already few)...
Despite the confinement it is important to continue to work on emotions. It is crucial that children express what they feel and we as adults listen to them. So, they can continue to identify and label them. And how do we know we are meeting their needs? We can't touch each other or hug... time just for a hug, to care or give that attention... That's why feedback is so important. "I can't touch you but I can see you... listen to you... And tell you that I miss you so much... to the moon and back!"
How can we carry the current relationship with children and their families? How to make communication effective and non-intrusive, meaning meeting the needs, concerns, honor their anxieties in a thoughtful, empathetic and respectful way maintaining the privacy of each family? I have received positive feedback from parents, we were able (school and family) to continue this relationship both ways based on respect and complicity.
Above all we are professionals of affection. This is foundation of everything. I learn when I build relationships. When I feel respected, I learn to respect them too. It encourages me to know more, learn more and improve. With young children, you do all this by playing. Creating complicity. Respecting the person, whether they're young or not. And how to do this from a distance? This issue has always triggered me even long before the confinement. When we are away from each other, whether during the weekend, or on vacation or due to illness, we should be able to maintain the bond and always be present, in that very special place where our emotions live. "You matter to me." That's it!
Carmo Silva
Maria do Carmo Silva, graduated and master in Pre-School Education and 1st CEB, at The Paula Frassinetti School of Education (Porto). Passionate about the art of educating and author of the report "Sometimes I pretend that I do not see fingers in the air: the status of the child as conducive in educational contexts". She considers to be a "bridge" in the lives of the children with whom she crosses path, to enhance them to fly higher and higher with the wings that each one has. She discovered the Pedagogy of Janush Korczack while studying, she is a fan of Professor Humberto Manzi and inspired by Santa Paula Frassinetti educating “by the way of love".
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