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Andrea Greimel describes shifting from hands-on classroom life to remote learning through Seesaw, addressing unequal access to internet and devices, and troubleshooting barriers with families. She highlights a new shared responsibility for children’s learning, deeper appreciation of parents as first educators, and the strengthened home learning interactions, including support for bilingual language development. 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As access to Seesaw improved and troubleshooting was completed, many children responded daily to posted lessons and activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the experience suggest about the roles of parents and educators?",{"text":121,"@type":113},"The pandemic required families and professional educators to share responsibility for keeping children engaged. Greimel gained a new perspective on parents as first teachers and valued the insights parents communicated about teaching and learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601162,1792919109,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Reflection on Parent Engagement During School Closures Due to the Pandemic  \nBy Andrea Greimel  \nI have been working as a bilingual early childhood educator on the westside of San Antonio for 32 years. Prior to that I taught young bilingual learners in Mexico for 4 years. This month I am retiring. I have been grieving the fact that my last group of little ones suddenly could not come together in our classroom to learn, and that I would end my career in front of screens in my living room rather than dancing and singing and building and painting and laughing and all that great face-to-face, hands-on, spontaneous, unpredictable and wonderful stuff that has been my life for such a long time. Normally our time together after Spring Break in early childhood is a wonderful time when the children have really come to know one another and their teachers. They know the routines and expectations. They have some strategies for problem-solving and conflict resolution. This brings a sense of security, which allows a much more sophisticated level of communication, more good jokes and fun, creativity and great learning gains. I don’t normally believe that young children should be on screens very much, so the new imperative was sobering and fraught with misgivings for me. Nonetheless, I forged ahead and started to try to engage students through the platform called Seesaw.  \nInitially there was a stop-and-go period when families had to make a huge shift in every area of their lives, many having lost jobs, suddenly with all their kids at home all day, many suffering from food shortages, and everyone operating in the context of fear of the contagion, especially those families with multiple generations under one roof or with family members who have underlying conditions, putting them at greater risk. Many of my families did not have internet service. While our school district provided every child with a tablet, it was not a familiar device for many and we needed to do lots of troubleshooting. Eventually all my families gained access to Seesaw, and my kiddos began to respond daily to the lessons and activities I was posting. While some families dabbled and then participated intermittently, others became my dedicated core of engaged learners.  \nThere is an irony in this experience that has caused me to reflect. While the coronavirus has physically separated me from my students and families, it has also served to bring us together in a powerful new way. Early childhood educators have long recognized the fact that parents are the child’s first teachers. In the current context, I have gained an entirely new and inspiring perspective on my students’ parents as educators. In addition, parents are communicating with me about the insight into teachers and teaching that they have been gaining during the school shut-down.  \nMs. Greimel (middle) at a literacy event.  \nThe pandemic has required a huge shift in the locus of responsibility for the ongoing engagement of children (especially young children and children with special needs) with the educational process. Parents now share with professional educators, in a fairly equal division of labor, the responsibility to keep children engaged in learning. Of course, there is great diversity among parents in their ability to engage in these new and sudden conditions for schooling given the wide range of life situations. Iam very concerned about the ways this virus has laid bare and exacerbated many of the disparities in our country, especially in terms of access to high quality education. But I am also deeply touched and filled with hope to observe directly the great dedication, patience, and love that has characterized the daily engagement of so many parents with their young children in ongoing learning at home.  \nUnder normal circumstances, I consider myself fairly strong in the area of parent and family engagement. I greet my families every day upon arrival, take leave at dismissal, and interact with parents at ","cbCaio35uovF0Wcz","https://ap.wps.com/l/cbCaio35uovF0Wcz","pdf",113349,"English","# Reflection on Parent Engagement During School Closures Due to the Pandemic\n## Remote learning transition with Seesaw\n## Shared responsibility for children’s engagement\n## Family dedication and hope\n## Home learning in two languages","[{\"question\":\"Why did Andrea Greimel feel grieving and concern at the start of remote learning?\",\"answer\":\"She missed the face-to-face classroom experiences for her last group of children and felt sobered by the new requirement for young children to use screens.\"},{\"question\":\"How did families adapt to the shift to learning platforms during closures?\",\"answer\":\"Some families initially struggled due to fear, job loss, and lack of internet service. As access to Seesaw improved and troubleshooting was completed, many children responded daily to posted lessons and activities.\"},{\"question\":\"What does the experience suggest about the roles of parents and educators?\",\"answer\":\"The pandemic required families and professional educators to share responsibility for keeping children engaged. Greimel gained a new perspective on parents as first teachers and valued the insights parents communicated about teaching and learning.\"}]","Reflection on Parent Engagement During School Closures Due to the Pandemic | PDF",1792092097]