"The Whole Experience Is Still Very High Touch for Parents": Parent Moves to Support Young Children's Remote Learning during the COVID-19 Pandemic

Autor/in	Carrell Moore, Holly
Titel	"The Whole Experience Is Still Very High Touch for Parents": Parent Moves to Support Young Children's Remote Learning during the COVID-19 Pandemic
Quelle	In: Journal of Early Childhood Research, 20 (2022) 4, S.624-636 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrell Moore, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221098671
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Educational Technology; Online Courses; Parents as Teachers; Parent Role; Barriers; Family Involvement; Family School Relationship; Kindergarten; Grade 1; Grade 2; Interpersonal Communication + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Online course; Online-Kurs; Parental role; Elternrolle; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Interpersonale Kommunikation
Abstract	This qualitative study examined families' experiences supporting young children's (ages 3-8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children's challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)'s online classrooms, teachers' variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families' creative strategies to bolster their child(ren)'s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01