My daughter was a senior in high school when the pandemic first struck here in the United States. The ending of her last year of high school was quite unlike anything we had ever seen: fully-online high school classes, virtual homework sessions, a socially distanced, “drive-by” graduation, and a small family dinner (take out) for the graduation celebration. I have to give her school credit- they did a great job coping with everything that was thrown at them. Students weren’t the only ones adjusting- staff and teachers had to learn a whole new delivery method in a very short time, and some of them had to do this for multiple classes. By far, I believe the most difficult part of the pandemic has been the insecurity of not knowing what to do or what to expect.

A lot of feedback has been received about how the older children and their teachers are coping. I wondered how the wee ones and their teachers were doing. To find out, I interviewed Mr. Tim, the President and Pre-K teacher at Norwood Christian Preschool.

In light of the pandemic, would you say that preschool teachers are essential?

Mr. Tim:  I guess it depends on your definition of “essential.” Hospital workers are essential or people will die. Liquor stores are considered essential in Massachusetts, but people do not need alcohol to survive. Since ECE isn’t mandatory in MA, you could make a case that our vocation is not essential, but try telling that to a harried mother or father who is expected to maintain and even exceed previous workloads while trying to be an entertainment coordinator, a referee, an art teacher, a language and communication specialist, and Zoom meeting expert. Suddenly, early educators seem invaluable.

How have the COVID-19 mandates affected your school?

Mr. Tim:  It has dramatically impacted our school. We are going through bleach as if it’s water; we surface-contact clean everything four times more than we have to. The children, staff, and parents are always masked. Each child must have a temperature scan before entering the building and the parents have to sign off on a “no signs of COVID” slip every day that their child attends. The net result is that with all the changes we must be even more intentional about making education enjoyable. There is just more work for everyone. We must find ways for children to embrace and enjoy education while maintaining COVID safety regulations.

In light of the pandemic, how difficult has it been for the parents to leave their children in your care?

Mr. Tim:  It has not been without challenges because half of our school is dropped off or picked up by grandparents, who are a more at-risk demographic. But the safety protocols that are in place have helped the families who have chosen to have their children attend feel confident about their children’s safety. Additionally, we have seen growth consistent with non-pandemic years as parents’ “ white-knuckle ride” anxiety about a new school subsides and they realize that this is a really good fit and that my child is thriving…. and “ I have dentist appointment tomorrow afternoon, can I add the day?”  Or, My child loves the curriculum for next Friday, can they add the morning?” Or, “we’ve made really great friends and want to join one more day weekly.”

Is there anything that has been relatively unchanged by the pandemic?

Mr. Tim:  The needs of children haven’t changed with COVID-19. Each child needs to feel safe, and nurtured, and loved. They need to believe that school is a place where they can thrive and grow and succeed, and even fail and get back up and try again because they are in a safe space. Our goals for every child are the same:  we want them to love God, love people, and love school. Our vision remains the same also; we exist to meet the needs of children and their families through the life-changing gospel of Jesus Christ.

How have you been intentional about making learning fun while still adhering to all the new guidelines for safety?

Mr. Tim:  We have created what I call “COVID Cubby” dividers so that children can be at the table working with friends and still see them, but also maintain social distancing. We aren’t allowed to use common play-doh anymore, so one day as a learning activity, each child created their own dough to manipulate into letters and numbers. They could add their own coloring creating a multi-sensory tactile learning tool that they took home that day. We had costumes for Halloween; we had a little parade, some kind of nod to Halloween. We have music and movement and art, and gross motor play, and science, technology, math, all of those domains are being taught in a developmentally appropriate literacy-based curriculum that is engaging for children. In fact, just today, we posed a question “What Do Your Parents Do While You’re At School?” Using paper and pastels, the children created images of what they imagined their parents to be doing. The results were hilarious! Children imagine their parents to be workout enthusiasts, leaf rakers, and strawberry patch growers, but none of them thought that their parents were actually gainfully employed. The ensuing mirth and merriment that occurred when parents recognized the inner workings of their child’s mind was priceless.

How have the children adapted to this situation?

Mr. Tim:  It’s encouraging to see that the nature of childhood remains unscathed regardless of the pandemic. The discomfort of wearing a mask all day is more troublesome for parents than kids, because they just accept it and move forward. They still find ways to make human connection, build friendships, and tell silly knock-knock jokes that they make up on the spot. Children are incredibly resilient and adaptable, and they prove it every day.

This interview was based on questions presented by Mr. Jake Miller, a blogger for The Educator’s Room.

Carla B. Howard is the Senior Circulation and Media & Marketing Assistant at the Morrill Memorial Library in Norwood, MA. Look for her article in the November 12, 2020 issue of the Transcript and Bulletin.