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For the purposes of the present Convention the term ''members of the family" refers to persons married to migrant workers or having with them a relationship that, according to applicable law, produces effects equivalent to marriage, as well as their dependent children and other dependent persons who are recognized as members of the family by applicable legislation or applicable bilateral or multilateral agreements between the States concerned.

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4. States Parties to the present Convention undertake to have respect for the liberty of parents, at least one of whom is a migrant worker, and, when applicable, legal guardians to ensure the religious and moral education of their children in conformity with their own convictions.

6. Whenever a migrant worker is deprived of his or her liberty, the competent authorities of the State concerned shall pay attention to the problems that may be posed for members of his or her family, in particular for spouses and minor children.

Each child of a migrant worker shall have the basic right of access to education on the basis of equality of treatment with nationals of the State concerned. Access to public pre-school educational institutions or schools shall not be refused or limited by reason of the irregular situation with respect to stay or employment of either parent or by reason of the irregularity of the child's stay in the State of employment.

2. States Parties shall take measures that they deem appropriate and that fall within their competence to facilitate the reunification of migrant workers with their spouses or persons who have with the migrant worker a relationship that, according to applicable law, produces effects equivalent to marriage, as well as with their minor dependent unmarried children.

2. States of employment shall pursue a policy, where appropriate in collaboration with the States of origin, aimed at facilitating the integration of children of migrant workers in the local school system, particularly in respect of teaching them the local language.

3. States of employment shall endeavour to facilitate for the children of migrant workers the teaching of their mother tongue and culture and, in this regard, States of origin shall collaborate whenever appropriate.

In March of 2020, however, most states in the USA had to close all schools due to coronavirus (COVID-19). College classes moved online and remained closed for the rest of the academic year. Student teachers in practicum courses also had to discontinue teaching in schools. As an alternative to student teaching, it was suggested that student teachers should observe videos of early childhood classrooms and present lessons to their colleagues online. As an instructor and supervisor of a practicum course, I considered the possibilities for the student teachers to teach children online. The student teachers would learn more from teaching and interacting directly with children. In a short period of time, I had to redesign and arrange an online teaching schedule so that my students could meet with me as the supervisor and also to teach children online, in order to meet practicum requirements.

Online learning is an educational process which takes place over the Internet. It is a form of distance education to provide learning experiences for students, both children and adults, to access education from remote locations or who, for various reasons, cannot attend a school, vocational college, or university. Distance education addresses issues related to geographical distance but also for many other reasons which prevent in-person attendance at classes (Hrastinski 2008; Moore et al. 2011; Singh and Thurman 2019; Watts 2016; Yilmaz 2019).

In teacher education courses, the opportunities to learn how to effectively teach young children through online programs have not been an important consideration. However, because of COVID-19, then it may well mean that much more consideration needs to be given to designing appropriate approaches and practices. The traditional delivery of teacher education programs in classrooms may need to be considered with new ways, new skills and knowledge that early childhood teachers may need in the future in order to teach online.

Learning to teach online When the college took a pause for a week in March of 2020 to move classes to distance education for the rest of the semester, I spent most of that time trying out different online tools, mostly video communication technology such as Zoom, Google hangout, and Blackboard Collaborate. I had used these different technologies in my classes but needed to think about these technologies in new ways to teach online in order to implement new ideas that my students could use when interacting with young children online.

While the students became skilled and adapted to new situations, I also needed to recruit child and family participants in order for the student teachers to have opportunities to teach children online, in order to fulfill the course requirements for a practicum. Each student teacher needed to have the opportunity to teach young children in, at least, one online class.

Emails were sent to the parents every week to confirm the date and time of the online class. If needed, parents were asked to gather materials for the online class. For example, parents might ensure that there was a box or a container available for the online class so that children could bang on it to make sounds during the lesson. Handouts were attached to the email so that parents could print information out and be ready for the class, as well as to understand the activities and goals for the online lesson.

While minimizing the limitations of not being able to meet in classrooms, we tried to maximize the benefits of online teaching and learning. Student teachers still need to develop their presentation skills though the online tools, as these skills are somewhat different from those needed to teach in a classroom. For example, student teachers presented visual materials on the screen more attractively through drawing on the whiteboard or showing picture stories on a PowerPoint. Whether a class is offered online or offline, the skills to be a good teacher remain the same. It involves interacting with children, building rapport, keeping their attention, encouraging, listening and questioning.

It was an unusual semester and there were trials and errors in the process of transitioning the practicum course to online delivery. If we cannot go back to where we were before COVID-19, our current situation may become a new normal, we should find new ways to improve distance education and online learning and its applications to early childhood education.

Children learn best through play and concentrate when they can be active through hands-on activities. We may not be able to go back to teaching and learning in the same ways as we did before COVID-19 or to provide the same types of environments and activities as we can implement in a classroom. Therefore, it is critical to think ahead so that we can plan and consider limitations that we may face in the future. It is necessary to provide student teachers with opportunities and skills for such online teaching, including interacting with children through this medium, and also have students reflect about how best to promote development and learning using online communication tools.

A pregnant single woman (Roe) brought a class action challenging the constitutionality of the Texas criminal abortion laws, which proscribe procuring or attempting an abortion except on medical advice for the purpose of saving the mother's life. A licensed physician (Hallford), who had two state abortion prosecutions pending against him, was permitted to intervene. A childless married couple (the Does), the wife not being pregnant, separately attacked the laws, basing alleged injury on the future possibilities of contraceptive failure, pregnancy, unpreparedness for parenthood, and impairment of the wife's health. A three-judge District Court, which consolidated the actions, held that Roe and Hallford, and members of their classes, had standing to sue and presented justiciable controversies. Ruling that declaratory, though not injunctive, relief was warranted, the court declared the abortion statutes void as vague and overbroadly infringing those plaintiffs' Ninth and Fourteenth Amendment rights. The court ruled the Does' complaint not justiciable. Appellants directly appealed to this Court on the injunctive rulings, and appellee cross-appealed from the District Court's grant of declaratory relief to Roe and Hallford.

John and Mary Doe, [Footnote 5] a married couple, filed a companion complaint to that of Roe. They also named the District Attorney as defendant, claimed like constitutional deprivations, and sought declaratory and injunctive relief. The Does alleged that they were a childless couple; that Mrs. Doe was suffering from a "neural-chemical" disorder; that her physician had "advised her to avoid pregnancy until such time as her condition has materially improved" (although a pregnancy at the present time would not present "a serious risk" to her life); that, pursuant to medical advice, she had discontinued use of birth control pills; and that, if she should become pregnant, she would want to terminate the pregnancy by an abortion performed by a competent, licensed physician under safe, clinical conditions. By an amendment to their complaint, the Does purported to sue "on behalf of themselves and all couples similarly situated."

The two actions were consolidated and heard together by a duly convened three-judge district court. The suits thus presented the situations of the pregnant single woman, the childless couple, with the wife not pregnant,

Their pleadings present them as a childless married couple, the woman not being pregnant, who have no desire to have children at this time because of their having received medical advice that Mrs. Doe should avoid pregnancy, and for "other highly personal reasons." But they "fear . . . they may face the prospect of becoming 2ff7e9595c