![]() Teachers were all learning to navigate these relatively novel waters, while also supporting their students’ learning and development. In the United States, during the 2020–2021 school year, the typical flow of the teaching and learning process for millions of teachers and their students continued to be altered by COVID-19-imposed unconventional instructional modalities (i.e., in-person following proper safety and health protocols, remote, and a hybrid of the two) (Chen, 2022). The COVID-19 pandemic has induced unwelcome interruptions on the pre-pandemic rhythms of lives across the globe. ![]() Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children’s SEL. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children’s SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children’s SEL during remote instruction not traditionally found during in-person instruction. ![]() A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children’s SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. The interviews were digitally recorded and then transcribed for analysis. Each teacher was interviewed for an average of 40 min virtually via Zoom. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years ( M = 13 years). These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. This modification allowed the children to grasp the new concept more effectively.Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. Instead of continuing with the planned schedule, I decided to spend more time on the math lesson and incorporate additional hands-on activities to help them better understand the concept. ![]() Preschool: During a preschool class, I noticed that the children were struggling with a new math concept. This allowed the toddlers to explore their interests and learn more about the topic. Instead of moving on to the next scheduled activity, I extended the storytime and incorporated an impromptu discussion about animals and their habitats. Toddlers: In a toddler class, I observed that the children were very interested in a particular book about animals during storytime. This allowed the infants to rest when they needed it and helped them be more engaged during the remaining activities. To accommodate their needs, I decided to move naptime earlier in the schedule and shorten the playtime before it. Infants: During a class with infants, I noticed that they were getting fussy and tired earlier than usual. one example of how you adapt your teaching strategies to best fit each child's learning style in a infants, a toddlers and preschool class. One example of how you changed a lesson plan if children showed interest in a different topic for a infants, a toddlers and preschool class. One example of a how you intentionally rearranged classroom equipment, when necessary to scaffold children's learning for a infants, a toddlers and preschool class. One example of a time you modified the class schedule when necessary to scaffold children's learning for a infants, a toddlers and preschool class.
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