Social Distancing and Outdoor Classroom

Much early childhood learning during the COVID-pandemic has been in outdoor settings.
Evidence shows that outdoor education is associated with a child’s social, physical, and
psychological well-being. Learning while interacting with nature is associated with better
academic performance. The challenges of the COVID-19 pandemic presented an opportunity to
relook at the importance of outdoor classrooms. Ensuring social distancing and maximizing
ventilation are some precautions that schools are advised to put in place to slow down disease
transmission. Outdoor classrooms come as the most typical solution to meet this requirement.
The teacher can set up activities that involve minimal physical contact. Outdoor classrooms
enable children to learn by interacting with nature (Uscher-Pines et al., 2020).
Informal assessment through observation can be used to evaluate learners in outdoor
learning settings. Observing helps the teacher assess the learner’s progress by monitoring how
they interact with others and play. It enables the teacher to evaluate how children make meaning
with the things around them, develop language, and communicate. It is possible to understand
what a child knows and what they can do through informal assessment (Snow & Van Hemel,
2008).
A high level of collaboration between early care institutions and parents is needed to
ensure children are safe in the online environment. Strategies such as putting parental controls on
devices, ensuring that children use the devices where they can be seen, and monitoring the time a
child spends online can be used. Parents should also have open discussions with their kids to
know their online activity. Sensitizing and raising awareness among parents about cyberbullying
and other negative impacts of exposure to online platforms is also essential. This will enable
them to identify early signs and take mitigation measures (Ramos et al., 2021).

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References

Uscher-Pines, L., Schwartz, H., Ahmed, F., & Zheteyava, Y. (2020). School practices to promote
social distancing in K-12 schools: Review of influenza pandemic policies and practices.
BMC Public Health, 18(1), 406-414
Ramos, M., Bamdad, T., & Lloyd, C. (2021). Strategies to virtually support and engage families
of young children during COVID-19 (and beyond). Child Trends.
https://www.childtrends.org/wpcontent/uploads/2021/01/VirtualFEStrategiesBrief_Child
Trends_Jan21.pdf
Snow, C. E., & Van Hemel, S. (2008). Early childhood assessment: Why, what, and how?
Committee on Developmental Outcomes and Assessments for Young Children. National
Research Council of the National academies.
https://www.acf.hhs.gov/sites/default/files/documents/opre/early_child_assess.pdf