Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong

Lau, Eva Yi Hung; Lee, Kerry

doi:10.1080/10409289.2020.1843925

Cited by 187 publications

(231 citation statements)

References 41 publications

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“…Online learning for very young children has led to some difficulties such as the lack of focus and interest of early childhood, the interruption from other family members during the virtual meeting, and limited resources and materials for online learning (Lau & Lee, 2020). As preschool students, it is difficult for young children to keep concentrated during online learning.…”

Section: Challenges Of Online Learningmentioning

confidence: 99%

“…A study in China reveals that parents of young children appear to oppose the online learning due to the limitations of online learning, the insufficient self-regulation of young children, and parent's lack of time and technical expertise to facilitate online learning (Dong et al, 2020). Furthermore, there are some parent's negative belief of online learning such as less effective when online learning compared with traditional learning, probability lead to vision problems such as myopia among early childhood because increasing of screen time, and limited physical activities especially for children who addicted with gadgets during stay at home (Dong et al, 2020;Lau & Lee, 2020). A study in Sweden shows that parents see preschool as a secure place including how the workers minimize the potential risks from a highly contagious virus in school (Pramling Samuelsson et al, 2020).…”

Section: Challenges Of Online Learningmentioning

confidence: 99%

“…Nowadays, parents should focus not only on their daily routine but also in assisting their children during online learning. Parental guidance plays an important role in early childhood online learning (Lau & Lee, 2020). As adults, parents should help young children to prepare the material, guide them to be in touch with technology, translate the lessons from their teachers, support their children to do worksheet or homework and also to submit the assignments through student's email.…”

Section: Teachers' and Families' Supportmentioning

confidence: 99%

“…During the pandemic, parents not only need a good parenting skill but also need a good capability of education to accompany and support their children in online learning (Abuhammad, 2020b;Lau & Lee, 2020;Wang et al, 2020).…”

Section: Teachers' and Families' Supportmentioning

confidence: 99%

“…Daily physical activities among children have changed (Boland & Mortlock, 2020). Spending time for games, sports, study, and play with friends in the parks, school, playgrounds, and gardens become limited due to physical distancing and public places closure (Lau & Lee, 2020). During the pandemic, the safety and health of the children are important as a concern for parents (Garbe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Implementation of Early Childhood Education in the Time of Covid-19 Pandemic: A Systematic Review

Gayatri¹

2020

HSSR

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Purpose of the study: The study examined the implementation of early childhood education during the pandemic of COVID-19. Methodology: A systematic review identified the implementation in early childhood education settings. Electronic databases such as PubMed, MEDLINE, Web of Science, Scopus, and manual search on Google Scholar were explored with specific keywords from the inception of the pandemic COVID-19 to November 30, 2020. Main Findings: Early childhood education has been influenced due to school closure. Most of the children experience online learning, to reduce the spread of the outbreak, especially when face-to-face learning cannot be conducted. Parents and teachers have significant roles in supporting the children to improve their cognitive and social development. However, the implementation of home learning causes some difficulties in relation to the self-regulation of very young children, the readiness to utilize digital technology and learning materials, parent’s beliefs and attitudes on online learning compared with traditional learning, and requirements of demanding time and knowledge to accompany the children. Therefore, it is important to have good communication between parents and teachers to support early childhood online learning during the outbreak. Applications of this study: This article will provide evidence from some countries about the matter of early childhood education during the COVID-19 pandemic. The study will be useful for improving the quality of early childhood education. Novelty/Originality of this study: Due to the COVID-19 pandemic, the early childhood education has changed from the traditional system to online education system to reduce the spread of the diseases. This article will show the various implementations of learning system during the outbreak and the lesson learned.

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Section: Challenges Of Online Learningmentioning

confidence: 99%

Section: Challenges Of Online Learningmentioning

confidence: 99%

Section: Teachers' and Families' Supportmentioning

confidence: 99%

Section: Teachers' and Families' Supportmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Implementation of Early Childhood Education in the Time of Covid-19 Pandemic: A Systematic Review

Gayatri¹

2020

HSSR

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Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Cohrssen

Richards

Wang

2023

Infant and Child Development

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During the Covid‐19 pandemic, kindergartens in Hong Kong have sought ways in which to support children's learning at home while schools were closed. We report on a proof‐of‐concept study: short videos intended to support playful learning at home were distributed to parents/caregivers of preschool children via a smartphone app; toys and a storybook were provided to their children. No significant changes were observed in the importance attached to literacy and numeracy by parents/caregivers over time, perhaps because parents/caregivers place high value on children's academic progress in Hong Kong. However, significant increases in mean scores were observed for the intervention group but not the control group with regard to reported frequency of playing counting games and discussing/participating in weighing or measuring activities. Readily accessible opportunities to recognize learning in playful activities may have contributed to changed practices at homes. Highlights Reports the extent of the impact of short videos distributed via a smartphone app on parents'/caregivers' HLE practices during Covid‐19 kindergarten closures. Survey data reveal parent/caregiver practice unchanged by 4x weekly videos. However, practices increased across waves in the intervention group. Smartphone dissemination of HLE demonstration videos holds promise as a strategy, but threshold conditions require further research.

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Infants’ and toddlers’ digital media use and mothers’ mental health: A comparative study before and during the COVID‐19 pandemic

Pedrotti

Mallmann

Almeida

et al. 2021

Infant Mental Health Journal

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This study compared children's and mothers’ digital media use and mothers’ mental health in two samples: one accessed before (Group 1; N = 257; M = 33.18 years; SD = 4.79) and the other accessed during (Group 2; N = 256; M = 33.51 years; SD = 4.96) the COVID‐19 pandemic in Brazil. Mothers of children up to 3 years old (Group 1: M = 17.95 months, SD = 9.85; Group 2: M = 16.48 months, SD = 10.15) answered an online survey. Bivariate analysis, factorial ANOVA tests, and multiple linear regression were performed. Results suggest that mothers’ and children's media use duration was higher during the pandemic only among children over 12 months. Mothers’ media use duration (β = .18) and mothers’ intention to offer media (β = .23) contributed to the explanation of children's media use duration (F(4, 474) = 16.81; p < .001; R2 = .12; R2 adjusted = .117). Higher mothers’ common mental disorders symptoms were also positively correlated to mothers’ intention to offer media to children both before and during the pandemic. Results suggest that interventions focusing on infants and toddlers screen time reduction should target maternal aspects such as mental health, maternal screen time, and intention to offer media, taking into account the mothers’ needs when planning these actions.

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Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong

Cited by 187 publications

References 41 publications

The Implementation of Early Childhood Education in the Time of Covid-19 Pandemic: A Systematic Review

The Implementation of Early Childhood Education in the Time of Covid-19 Pandemic: A Systematic Review

Using smartphones to disseminate home learning support to primary caregivers: An exploratory proof‐of‐concept study

Infants’ and toddlers’ digital media use and mothers’ mental health: A comparative study before and during the COVID‐19 pandemic

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