Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities

Ford, Timothy G.; Kwon, Kyong-Ah; Tsotsoros, Jessica

doi:10.1016/j.childyouth.2021.106297

Cited by 57 publications

(85 citation statements)

References 34 publications

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“…Several teachers choose a blend of methods to meet the needs of their students with a hybrid of both synchronous and asynchronous teaching [3]. Therefore, teachers could follow communication with students by giving them proper homework and others that followed in some degree teaching interventions, utilizing online teaching and proposals from various Information and Communications Technology (ICT) scenarios [4,5]. However, the research indicated many barriers preschool teachers faced during school closures, such as technical skills for teachers and children, lack of infrastructure, and lack of training for teachers in distance learning [3][4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

2022

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The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates preschool teachers’ mathematics practices during remote teaching and the use of digital tools in teaching mathematics after their return to actual classes. Views from sixteen Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic analysis. The results showed that mathematical activities such as Numbers and Operations, Geometry, and Measurement occurred during distance learning in digital preschool classrooms. They made little reference to activities related to Algebra, while they did not refer to Data Analysis and Probability. They also seemed to prefer mathematical activities based on Connections and Representation processes in their digital classrooms. Preschool teachers reported that parents supported this process by their presence, and digital learning communities supported learning activities by providing guidelines and innovative approaches to them in digital times. However, after returning to face-to-face schooling, preschool teachers seemed to use digital tools to a lesser degree. They also mention that in face-to-face schooling, they prefer to utilize the authentic communication frameworks emphasizing problem-solving activities to enhance all mathematical processes. Implications for preschool teacher professional development are discussed.

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Section: Introductionmentioning

confidence: 99%

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

2022

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“…This was especially the case for early childhood teachers who had young children at home or school-age children who needed support with their remote learning. Early childhood teachers in this study and others noted that remote learning was accompanied by an increased workload that exacerbated the emotional toll of working during the pandemic ( Ford et al, 2021 ; Tarrant & Nagasawa, 2020).…”

Section: Discussionmentioning

confidence: 62%

“…Early childhood teachers spent more time planning lessons and communicating with families, as opposed to providing direct instruction to children. Other COVID-19 research findings have similarly found that families were relied on heavily for implementation of children's learning at home ( Ford et al, 2021 ). Increased reliance on families may have been a necessity because young children require an adult to access learning activities and monitor their engagement.…”

Section: Discussionmentioning

confidence: 91%

“…There are limited data-based studies about how early childhood educators used remote learning during the COVID-19 pandemic. Initial research has focused on challenges, such as low levels of young children's participation in remote learning and a lack of knowledge and skills to carry out remote learning ( Ford et al, 2021 ). Early childhood teachers struggled with an increased workload and changes in home routines ( Jeffrey et al, 2020 ).…”

Section: Recommendations For Remote Learningmentioning

confidence: 99%

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Early childhood educators’ provision of remote learning during COVID-19

Steed

Leech

Phan

et al. 2022

Early Childhood Research Quarterly

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“…In 2020, the COVID-19 pandemic resulted in school closures, alterations in teaching schedules for the school year, and economic hardships ( 8 ). Teachers rapidly pivoted to virtual teaching and managing an ever-changing school environment while attending to their own health and wellness and that of their families ( 9 ). The US unemployment rate reached an all-time high of 14.8% in April 2020, putting a financial burden on nearly all people in the US ( 10 , 11 ).…”

Section: Introductionmentioning

confidence: 99%

Food Insecurity and Health-Related Concerns Among Elementary Schoolteachers During the COVID-19 Pandemic

Parthasarathy

Zhang

et al. 2022

Prev. Chronic Dis.

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Introduction US school systems underwent major upheaval, including closures, implementation of virtual and/or hybrid learning, and stringent infection mitigation protocols, during the initial phase of the COVID-19 pandemic. We aimed to examine the association between food insecurity and perceived health, perceived stress, and social determinants of health concerns among elementary schoolteachers serving predominantly low-income children during the COVID-19 pandemic. Methods Brighter Bites, a nonprofit organization that weekly distributes fresh fruits and vegetables and nutrition education materials to more than 300 schools serving racial and ethnic minority populations with low income, conducts annual surveys of participating teachers to help determine subsequent efforts to support schools and families during the school year. We analyzed self-reported data collected electronically by the Brighter Bites teachers survey in 76 elementary schools during summer 2020. We used generalized linear mixed models to measure the association between food insecurity and health-related concerns. Results Of 862 teachers who responded to the survey, 685 answered the 2 questions about food insecurity status; of these, 199 (29.1%) reported experiencing food insecurity. Food insecurity was positively associated with poor perceived general health, greater perceived stress, concerns about various social determinants of health, and changes in fruit and vegetable consumption during the COVID-19 pandemic. Conclusion Our study demonstrated the high prevalence of food insecurity and highlights its associated factors among elementary schoolteachers during the COVID-19 pandemic. It calls attention to the high correlation of various concerns among elementary schoolteachers during the COVID-19 pandemic. Further intervention and policy efforts are needed to relieve food insecurity–related concerns and enhance well-being among teachers.

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Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities

Cited by 57 publications

References 34 publications

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

Early childhood educators’ provision of remote learning during COVID-19

Food Insecurity and Health-Related Concerns Among Elementary Schoolteachers During the COVID-19 Pandemic

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