The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to adapt to new ways of collaborating with teachers. Given the longstanding inequities in the education of children from economically disadvantaged backgrounds, exacerbated by the pandemic, it is critical to learn about the challenges that parents encountered and how they supported their children’s learning. This knowledge will help to identify ways to better serve these communities during times of crisis and beyond.

This study examined how Latinx parents from low-income backgrounds engaged in their children’s early education during the COVID-19 crisis. The term Latinx is used in an effort to be gender inclusive when referring to people of Latin American descent. We explored: 1) How do Latinx parents perceive and apply teachers’ suggested activities to support children’s learning during the early childhood education program closure? 2) What parent and child-initiated learning opportunities do parents report? 3) What challenges with remote learning do parents encounter? Twenty parents of preschoolers in a mountain state metropolitan area participated in a 30–45 min. phone interview. All parents spoke Spanish at home to a different degree. Findings revealed the emergence of more authentic parent-teacher partnerships and parents’ extensive engagement in teacher-suggested activities. Importantly, families created a variety of practices to support children’s learning and well-being. Yet, a vast majority of parents expressed feeling stressed with the demands of remote education, particularly keeping their child interested in remote learning. Implications for home-school partnerships are discussed.

COVID-19 大流行对来自低收入背景的家庭产生了巨大影响。向远程学习的转变要求有学龄前儿童的父母适应与教师合作的新方式。鉴于经济弱势背景儿童的教育长期不平等，并因大流行而加剧，了解父母遇到的挑战以及他们如何支持孩子的学习至关重要。这些知识将有助于确定在危机时期及以后更好地为这些社区服务的方法。

这项研究调查了来自低收入背景的拉丁裔父母如何在 COVID-19 危机期间参与孩子的早期教育。在指代拉丁美洲血统的人时，Latinx 一词是为了在性别方面具有包容性。我们探讨了：1）拉丁裔父母如何看待和应用教师建议的活动来支持儿童早期教育计划关闭期间的学习？2) 家长报告了哪些家长和孩子发起的学习机会？3) 家长在远程学习方面遇到哪些挑战？山区州大都市区的 20 名学龄前儿童家长参加了 30-45 分钟的活动。电话面试。所有父母在家里都说不同程度的西班牙语。调查结果显示，出现了更真实的家长-教师伙伴关系以及家长广泛参与教师建议的活动。重要的是，家庭创造了各种实践来支持儿童的学习和幸福。然而，绝大多数家长表示对远程教育的需求感到压力，特别是让他们的孩子对远程学习感兴趣。讨论了家庭-学校伙伴关系的影响。