To School through the Screens: The Use of Screen Devices to Support Young Children's Education and Learning during the COVID-19 Pandemic

Autor/inn/en	Egan, Suzanne M.; Beatty, Chloé
Titel	To School through the Screens: The Use of Screen Devices to Support Young Children's Education and Learning during the COVID-19 Pandemic
Quelle	In: Irish Educational Studies, 40 (2021) 2, S.275-283 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Egan, Suzanne M.) ORCID (Beatty, Chloé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.1932551
Schlagwörter	COVID-19; Pandemics; Educational Technology; Technology Uses in Education; Foreign Countries; Young Children; Computers; Educational Television; Educational Games; Video Games; School Closing; Handheld Devices; Child Development; Cognitive Development; Social Development; Emotional Development; Parent Attitudes; Access to Computers; Ireland; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Frühe Kindheit; Digitalrechner; Bildungsfernsehen; Schulfernsehen; Educational game; Lernspiel; Video game; Videospiel; Videospiele; School closings; Schule; Schließung; Schließung (von Schulen); Kindesentwicklung; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Elternverhalten; Irland
Abstract	The aim of the current study was to investigate how children in Ireland adapted to the change in schooling, and particularly their use of screen devices to support their learning at home, during a period of lockdown due to the COVID-19 crisis in early 2020. This research draws on data from 506 parents of children aged 1-10 years in Ireland who completed an online survey during lockdown in May and June 2020. Parents responded to a series of questions for the Play and Learning in the Early Years (PLEY) Survey about their child's play, learning and development, including questions about their child's education and use of screen devices for educational purposes. The results indicate that screentime increased for most children during lockdown, and they spent significantly more time on schoolwork if they had access to a computer or laptop. They were also more likely to spend time watching educational TV programmes or playing educational screen-based games if their parent believed screen content had educational value. The findings highlight the impact of lockdown on children's lives both for their education, and how they adapted to schooling at home using screen devices. The implications for education and future research are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01