Enhancing Preschool-Home Collaboration: Lessons from Virtual Home Visit Experiences during the COVID-19 Outbreak in China

Autor/inn/en	Luo, Wenwei; Berson, Ilene R.; Berson, Michael J.
Titel	Enhancing Preschool-Home Collaboration: Lessons from Virtual Home Visit Experiences during the COVID-19 Outbreak in China
Quelle	In: Early Years: An International Journal of Research and Development, 42 (2022) 1, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Wenwei) ORCID (Berson, Ilene R.) ORCID (Berson, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.2008880
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Preschool Education; Preschool Teachers; Family School Relationship; Parent Teacher Cooperation; Family Involvement; Home Visits; Computer Mediated Communication; School Closing; Social Exchange Theory; Social Media; Social Support Groups; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hausbesuch; Computerkonferenz; School closings; Schule; Schließung; Schließung (von Schulen); Theorie des sozialen Wandels; Soziale Medien; Social support; Soziale Unterstützung
Abstract	In the midst of the COVID-19 worldwide pandemic, the virtual home visit became a key strategy among China's multiple approaches to ensure children's continuity of learning, sustain teacher-parent-child relationships, and promote home-preschool collaboration. In this study, using a small stories research narrative paradigm to analyze documented family engagement captured in social media data, we explore how early childhood educators relied on frequent, personal connections with children and families through virtual home visits to mitigate the negative effects of preschool closures in China. Results suggest that the exchange of information and socio-emotional supports during virtual home visits supported and enhanced home-preschool relationships. The virtual home visits evolved into a space for connection and collaboration between the educators and families. We use an ecological-exchange framework to discuss the implications of virtual home visit experiences across time and reflect on pedagogy and practice to enhance development of teachers in online interactions with children and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01