ABSTRACT

Research findings: While research is beginning to emerge about the educational landscape during COVID-19, little attention has been paid to preschool. This mainly descriptive study examined U.S. parents’ views on distance learning for their preschool children during the COVID-19 crisis. Using a survey distributed via social media groups to U.S. parents of preschoolers (N = 166), we examined the following: the types of activities parents engaged in, obstacles to preschool distance learning, and the types of resources parents needed. Results of the online survey indicated that parents received and engaged in more literacy based activities than mathematics ones. Additionally, parents reported few opportunities for social emotional engagement. Responding parents indicated that time was a major factor in assisting their children with distance learning and would prefer activities that did not take significant time, and allowed for social interaction with other children. Policy or Practice: Current research indicates that preschool children missed critical learning during the COVID-19 crisis. Children who enter kindergarten following the COVID-19 crisis, may need additional support in mathematics and social emotional engagement given that parents are reporting lower levels of such activities during distance learning. And, if distance learning continues or reoccurs, mathematics and social opportunities as well as teacher training need more consideration.

摘要

研究成果：虽然关于 COVID-19 期间教育格局的研究开始出现，但对学前班的关注很少。这项主要是描述性研究调查了美国父母在 COVID-19 危机期间对学龄前儿童远程学习的看法。使用通过社交媒体小组分发给美国学龄前儿童家长（N = 166）的调查，我们检查了以下内容：家长参与的活动类型、学前远程学习的障碍以及家长需要的资源类型。在线调查的结果表明，与数学活动相比，父母接受和参与了更多的识字活动。此外，父母报告说很少有社交情感参与的机会。政策或实践：目前的研究表明，学龄前儿童在 COVID-19 危机期间错过了关键学习。在 COVID-19 危机后进入幼儿园的儿童可能需要额外的数学和社交情感参与支持，因为父母报告远程学习期间此类活动的水平较低。而且，如果远程学习继续或再次发生，数学和社交机会以及教师培训需要更多考虑。