Preschoolers' Approaches to Learning and Family-School Connections during COVID-19: An Empirical Study Based on a Wuhan Sample

Autor/inn/en	Tan, Fei; Gong, Xin; Zhang, Xiao; Zhang, Ronghua
Titel	Preschoolers' Approaches to Learning and Family-School Connections during COVID-19: An Empirical Study Based on a Wuhan Sample
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.869-879 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01217-x
Schlagwörter	COVID-19; Pandemics; School Closing; Preschool Education; Preschool Children; School Readiness; Family School Relationship; Parent Participation; Parent Teacher Cooperation; Meetings; Foreign Countries; China + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Readiness for school; School ability; Schulreife; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Meeting; Tagung; Ausland
Abstract	The concept, approaches to learning (ATL), is an important dimension of children's school readiness, which reflects children's enthusiasm and engagement in learning settings. Due to coronavirus disease 2019 (COVID-19), when preschools were shut down for months and children's social interactions were greatly limited, preschoolers' ATL might be negatively affected. However, strengthened family-school connections might have the potential to reduce the adverse effects of the pandemic. Based on a sample of 340 preschoolers from 30 classes of 6 preschools in Wuhan, China, we explored the association between family-preschool connections and preschoolers' ATL scores. The findings showed that the preschoolers' ATL were statistically and positively associated with parental attendance at the online parent-teacher meetings initiated by the preschools (standardized coefficient = 0.15). Policy implications regarding the enhancement of family-preschool connections are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01