Examining the Remote Learning Experiences of Children Born Very Preterm during the COVID-19 Pandemic

Autor/inn/en	Vrantsidis, Daphne M.; Horn, Tim C.; Benkart, Rebekah A.; Busch, Tyler A.; Orton, Kerry E.; Neel, Mary Lauren; Maitre, Nathalie L.; Taylor, H. Gerry
Titel	Examining the Remote Learning Experiences of Children Born Very Preterm during the COVID-19 Pandemic
Quelle	In: Journal of Early Intervention, 45 (2023) 4, S.452-466 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vrantsidis, Daphne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221142795
Schlagwörter	Premature Infants; COVID-19; Pandemics; Distance Education; Young Children; Access to Education; Instructional Materials; Homework; Teacher Role; Parent Role; Kindergarten; Small Group Instruction; Large Group Instruction; Preschool Children; Parents as Teachers; Teaching Methods; At Risk Students; Learning Activities + Suchen Sie Ihr Suchwort? Frühgeburt; Distance study; Distance learning; Fernunterricht; Frühe Kindheit; Education; Access; Bildung; Zugang; Bildungszugang; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hausaufgabe; Lehrerrolle; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität
Abstract	This study examined the remote learning activities children born very preterm (VPT; gestational age [less than or equal to] 30 weeks) received, compared with children born full term (FT; gestational age [more than or equal to] 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01