Recommended Practices for Early Childhood Classrooms during COVID Restrictions
This position paper discusses how to ensure the quality of behavioral and instructional supports within early childhood classroom (ECE) activities amidst COVID-related restrictions. Early childhood educators face unique challenges in using developmentally appropriate practices while modifying instruction to meet COVID pandemic health directives. Although important questions have been raised about how to ensure these practices during COVID, we consider particular problems within classrooms serving 3- to 5-year-old children with a set of possible solutions. Note that these recommendations are not based on the highest standards of experimental evidence. Therefore, we outline below how recommendations are either based on: a) extrapolations of rigorous research in past causal impact studies, or b) have simply been observed to be feasible and useful by ECE experts who provide coaching to teachers within a longstanding professional development program called Texas School Ready.
Recommendations for ECE Classrooms during COVID
Review our recommendations, based on extrapolations of rigorous research in past causal impact studies or observations from ECE coaches working with teachers through the Texas School Ready program:
- Behavioral and environmental issues, foundational to organizing the virtual or in-personal classroom for success
- Instructional opportunities to support children's literacy, math, and language learning