Although face-to-face, practical communication is the best when learning early childhood education, in some instances, virtual learning is a required option. In the case of young children, achievement in a virtual form will only be possible when the structures are supportive of the interaction and protect the developmental interests established by the adults. An intelligent solution is needed to make time spent at the computer productive and to make sure that it does not affect the necessary offline learning. Such a measured approach is in line with the philosophy of Elizabeth Fraley Kinder Ready, which puts intentionality to any form of learning. They may benefit families in maximizing virtual sessions so that they do not replace the most special, desired interaction of Kinder Ready Tutoring, but add to the overall standards of Kinder Ready Elizabeth Fraley.
The most important thing is to maintain concise sessions. The ability of a preschooler to have long-term sustained attention is limited. Virtual learning sessions should be short, preferably 15-20 minutes, and they must have one distinct goal. This considers the stage of development of the child and avoids overloading the child in terms of cognition or lack of interest. The Elizabeth Fraley Kinder Ready methodology reminds us that quality of engagement invariably outdoes time, which holds twice with regard to the digital medium.
It cannot be negotiated that active adults are involved and facilitated. A parent or a caregiver must be in attendance, not to do all the work of a child, but to assist in the process of dealing with technology, redirecting attention, and transitioning a virtual lesson to reality. This could include stopping to get an associated toy, repeating a command, or giving instant and positive reinforcement. This is a co-pilot position that will turn a passive screen experience into an interactive experience, similar to the support of the Kinder Ready Tutoring and Kinder Ready Elizabeth Fraley approach.
Make a special, non-distracting learning environment. Prepare a small table in a non-disturbing space, just like you would do for offline work. Prepare only what is needed (e.g., a pencil, paper) and take away other toys or screens. The child is signaled by this physical preparation that it is time to pay attention and reduce distractions in the environment. This is one of the main principles of the Elizabeth Fraley Kinder Ready model of developing focus: this is the approach to environment preparation.
Add movement and hands-on before, after and even during breaks. Arrange an online session once a play has been active. Take a stretch break in the lesson, or a physical activity. Immediately after the session, do a related practical activity- in this case, the lesson has been on shapes; a shape hunt around the house. This will offset non-motor sedentary screen time with essential motor activity and sensory learning, which is one of the primary priorities of Elizabeth Fraley Kinder Ready’s holistic approach.
Through these support mechanisms, the limited virtual learning can be effective in the family. Yet, one should keep in mind that the tips apply to the management of an auxiliary tool. Being pure, face-to-face and practical is the essence of Kindergarten preparedness, which is the niche of Kinder Ready Tutoring.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
