Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges amidst COVID-19 Lockdown

Autor/inn/en	Fenmachi, Emela Achu; Edah, Rachel Ogene Awah
Titel	Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges amidst COVID-19 Lockdown
Quelle	In: New Zealand Journal of Educational Studies, 57 (2022) 2, S.589-606 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fenmachi, Emela Achu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-022-00255-2
Schlagwörter	Distance Education; Foreign Countries; Preschool Children; Private Schools; Preschools; Student Experience; Barriers; COVID-19; Pandemics; Teaching Methods; Cameroon + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Private school; Privatschule; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Kamerun
Abstract	This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01