Using STREAM Techniques After Disasters to Keep Kids Learning and Engaged

Guest Post
by Andrew Roszak
Executive Director, The Institute for Childhood Preparedness

With natural disasters on the rise, many child care programs have endured floods, earthquakes, hurricanes, tornadoes, and severe weather conditions. These programs face many obstacles when re-opening, including a lack of electricity, supplies, fresh drinking water, and food, as well as the on-set of fear and mental health conditions in children.

We are always searching for new ways to make child care providers and teachers more resilient. One new trend is to incorporate principles of STREAM into early childhood education – to help students learn about S: Science, T: Technology, R: Reading, E: Engineering, A: Arts, and M: Math.

In the absence of a standard operating environment, and without creature comforts – such as electricity, providers may want to think about how they can incorporate the principles of STREAM in a post-disaster setting.

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New Places, New Faces

by Kelley Jilek

new places-huggingNew situations mean change, which can be hard for many (young, as well as older) people to cope with. However, if the new situation is welcoming, we experience less anxiety and stress, which makes it easier for us to adjust. This is especially true for young children. Any kind of transition can be difficult for them. This includes separating from loved ones at the start of the day, moving to a new facility, or even transitioning to a different classroom within a facility. Infants, toddlers, and preschool children have limited coping skills, so it is up to the adults in their lives to help them.

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