Covid – Round Two
As children have returned for the autumn term, their incredible resilience and adaptability has been greatly observed by many.
Even though risk assessments have meant a very different start to the school year, children are adjusting remarkably well - whether settling into routines, establishing friendships or building relationships with their assigned Key Person.
More time spent outdoors in the last few weeks has had a largely positive impact on children’s wellbeing, which is no surprise given the value of outdoor play.
A recent change in weather, however, has led to increased concern amongst teachers - with many questioning how the cold and wet weather will impact the setting of routines.
A key concern is how children will be kept warm, with doors and windows still requiring to be kept open for ventilation. A good run around outside may just be the perfect solution, but with the addition of heavy rain, this can prove challenging!
In the coming weeks and months, a focus on children’s personal, social and emotional development must be a priority. Children need space to play and interact with others, as this will help them to explore and understand their emotions.
Setting time aside needs to be prioritised in order to help children form relationships, learn their likes and dislikes and develop key skills such as negotiation, tolerance and collaboration. How to express such feelings is also of great importance.
Our role must now be to help facilitate environments where children have our attention, patience and understanding, rather than just focusing on the need to ‘catch up.’
Unfortunately, all these measures are set against a worrying background of rising infection rates. We wonder not so much ‘if’ but ‘when’ it will affect our school or setting, and that’s if it hasn’t already.
Many staff and children have already had to self-isolate whilst waiting for a COVID test. This is particularly worrying as some individuals are classed as clinically vulnerable or were previously shielding.
Despite protective measures, we cannot eliminate the risk entirely. This is both stressful and worrying amongst a workforce who have already prepared tirelessly for a safe return. We need to monitor the impact this is having on staff wellbeing as they juggle both their personal and professional concerns
COVID has already changed the way we work - necessitating safe spaces to learn and play. With strict cleaning procedures, limited parental entry and the reduction or banning of soft furnishing - things continue to be very different in the classroom.
In Early Years, where parent partnership and cosy environments are essential, the restrictions go against everything we value. However, as a resilient and creative bunch, Early Years teachers are doing all they can to negate the effects of such restrictions.
Even so, the impact of these changes, an increased workload and the added fear of catching and transmitting the virus, has resulted in many staff experiencing the physical effects of anxiety and stress.
Some have reported disrupted sleep patterns whilst others are suffering from tension headaches, muscle stiffness and lethargy. Given the extreme emotional drain on the workforce at present, it really is no surprise.
We shall continue, however, to put our trust in each other and the families we work with, hoping everyone will continue to follow the rules, be responsible and keep us all safe.