Learn At Home Resources

Dear Families:

I hope you and your families are all well, healthy, and safe. While our school is closed there are many resources you can utilize to help with your child’s learning at home. Please take a look at these websites and refer to this page for updates and online activities to do at home. 

Http://www.schools.nyc.gov/learning/learn-at-home/early-childhood

https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_319c5acf38d34604b537ac9fae37fc80.pdf

https://matankids.org/cms/assets/uploads/2020/03/My-School-is-Closed-Today-final.pdf?fbclid=IwAR3Vy2V0D2Bwgx2dTj4YtFaMDWieGrAEHmdIPn6Eb3_YIcZLdZeoH2td5wA

Guidance for Families of Young Children During School Closures for COVID-19

With our daily routines disrupted and many elements of our work and personal lives currently
unknown, it is understandable that there will be heightened stress and anxiety. In times of
communal stress it can sometimes be hard to know what to say or how to react. During this time,
keeping our daily routines, connecting with others (even from afar), and caring for ourselves will help
offer a sense of security and help children know what to expect.
Here are a few suggestions with more information and resources on each below:
● Speak with your children about the novel coronavirus (COVID-19) and why schools are closing
● Keep a daily routine that works for you and your family so everyone knows what to expect.
● Offer children lots of opportunities to stay engaged in play and learning.
● Caregivers’ physical and mental health is important.
Speak with your child about the novel coronavirus (COVID-19) and why schools are closing.
● Children are likely hearing about the virus. Feel free to talk with them about it. Not talking
about it may actually make them more nervous. Invite your child to share what they know
about the coronavirus and how they are feeling.
● Find out what your child already knows before beginning the conversation. Ask questions
geared to your child’s age level. For younger children, you could say, “Have you heard
grownups talking about a new sickness (germ) that’s going around?” This gives you a chance
to learn how much kids know — and to find out if they’re hearing the wrong information.
● Follow your child’s lead. Some children may want to spend time talking or even drawing. But
if your children don’t seem interested or don’t ask a lot of questions, that’s OK. They may
need time to think about it and come back to you later with their questions.
● Answer your child’s questions about the virus in a straightforward and factual manner.
● If your child asks about something and you don’t know the answer, it’s okay to say, “I’m not
sure.” Use the question as a chance to find out together, or let the child know you’ll check
into it and come back to them later.
● Remember that emotions are contagious. Your attitude about the coronavirus will impact
how your child feels about it. If you remain calm, your child is more likely to remain calm as
well.
● Empower your child with information about staying safe. You might say, “We can be
germ-busters! Germ busters keep germs away by washing hands and keeping hands to
ourselves and away from faces.” Let children know there are a lot of helpers who are working
to keep the germs away too, like doctors and nurses.

● Give children space to share their fears. It’s natural for children to worry, “Could I be next?
Could that happen to me?” Let them know they can always come to you for answers or to talk
about what scares them.
Some language to share with children
● “ There is a new germ, like the germs that give us the flu or a cold and it’s called Coronavirus,
or COVID-19.”
● “ It can make people cough or have a fever, but if a person gets this germ it usually doesn’t
stay for long.”
● “Grown-ups are very good at keeping kids safe. We can stay safe by washing our hands with
soap and water. When we wash our hands, we can sing a song! What song should we sing?”
● “Grown-ups everywhere, like your teachers and other grown ups in school are working really
hard to make sure that everyone stays healthy and one way to do that is making sure we do
our learning and playing from home. ”

Keep a daily routine that works for you and your family so everyone knows what to expect.
Children thrive on routines. Following a predictable routine is a helpful way for children to feel safe
and know what is expected of them (e.g. washing hands before breakfast, reading a book before
nap, or taking a bath or shower before bed). Routines help you and your child move confidently
through the day and encourage positive behavior. At the same time, be flexible and responsive to
your children’s needs. You know your child best! Find a balance of routines and flexibility that works
for your family.
Some language to use with children when discussing a daily routine:

“We’ll still wake up every morning, have breakfast, and read a story. Some things that will be different are that we
won’t be going to school for a little while and we won’t be going to the library after school.”

Things to consider when planning your daily routines
 An easy way to get started is to ask yourself- “What are the things we do everyday?” Here is
an example of what a schedule at home may look like:
Morning Wake up routine
Breakfast
Reading time
Play
Afternoon Lunch
Quiet time
Music and movement
Play
Evening Dinner
A walk outside
Bedtime routine
● In school, teachers use pictures to help children understand what is coming next. You may
want to consider using images like those found at this link. http://www.livingwellwithautism.com/how_to_use_picture_cards_and_schedules/self_care_visual_helpers

Take time to remind your child of a few important things everyday
● They are safe
● Where they will be that day
● Who will be taking care of them that day
● When they can expect to see you again (i.e., “I will see you after snack this afternoon.”)

Offer children lots of opportunities to stay engaged in play and learning.
For young children, everyday living is full of learning. Any of that learning they consider fun is called
play! Connecting with and talking to your child throughout the day is one of the best ways to support
their development.
● Your child’s favorite toys, games, and books offer many opportunities for learning, especially
when you play and talk with them. By talking with your child as you play, and engaging in
back and forth conversations, you are supporting the development of many important skills
(e.g. vocabulary development, communication skills, listening skills, social emotional skills,
and critical thinking skills). Always feel free to use any language your family speaks when
talking and playing with your child as this supports later learning in any language.
● Daily activities like cooking, laundry, and opening the mail offer important moments to bond
and engage with your child. The Division of Early Childhood recently created and shared a
Learning at Home resource for families of young children full of ideas for how to build
learning into your days at home. Please refer to the website above to see the activities.

Families of 4-year-olds also should have received a pack of Fun with Feelings cards this year.  There are resources online to help you use those cards at home to support play, learning, and
social emotional development
○ We suggest you start with the video “How Can I Use Fun with Feelings?https://vimeo.com/299072571

Caregivers’ physical and mental health is important.
Adults should support each other to recognize and address stress. It can be challenging to recognize
stress signals for what they are: physical discomfort, unusual emotional fluctuations, and difficulty
thinking clearly are some common responses to communal stress. When you take time to care for
yourself, you are better able to care for your child. Even a few minutes of “you time” can help you to
recharge so that you can be your best.
● Listen to music as you’re doing chores around the house.
● Set an alarm to remind yourself to pause, take a deep breath, or use a calming meditation
app. Even 2 minutes of relaxation can make a difference in how you feel.
● Make sure you’re getting enough sleep. When your little one lays down to rest, try to do the
same. If they’re having trouble settling down, sing a quiet song that you loved when you were
small, one that calms you down, too.
● Take a ten-minute vacation. As you’re bathing your child, soak your hands in the warm water.
● Keep a favorite family photo with you. If you’re having a challenging day with your little one,
you can look at it to remind you of happy times you’ve spent together.
● Reach out to others. Feeling alone is common for families and caregivers during stressful
times. But you don’t have to handle them on your own. Connect with trusted family members
and friends, share your feelings with them, and enlist their help

School Closing

As per the Diocese of Brooklyn our school will be closed until April 20th. 

Important Dates for March

Tuesday, March 3^rd-Cultural Day @ 1:45 p.m.

Friday, March 5^th-Book Order Due.

Monday, March 16^th-Silly Day

Tuesday, March 17^th-Wear Green Day

Wednesday, March 18^th-Sports Day

Thursday, March 19^th-Favorite Character Day

Thursday, March 19^th– Parent/ Teacher Conference.

Friday, March 20^th-Student/ Teacher Appreciation Day

Our New Theme -Pets

The students had so much fun learning about clothes. They enjoyed walking the runway for our fashion show. This month we are starting our new study Pets. Young children love to watch their animal friends and imitate the animal’s movements, sounds and expression. Pets, whether at home or at school, teach children the importance of taking care of others, showing affection, being sensitive to others’ needs, and developing lasting friendships. During this study the children will have the opportunity to care for  a class pet. It will give them an in-depth chance to learn about pets while interacting closely with the animal and each other. Some topics we will explore are:

What kinds of animals are pets? What are some characteristics of pets?

Where do pets live?

What do pets eat?

How do we care for pets?

How do pets make us feel?