Remote schooling and screentime during COVID-19: Exploring the experiences of low-income families with young children

Abstract

During the COVID-19 pandemic, families with young children were suddenly tasked with adapting to remote schooling, where lessons were largely delivered online via screen media devices. Meanwhile, concerns rose about increased amount of time young children were spending with screen media devices during periods of “lockdown”. Few studies have examined caregivers’ experiences of navigating remote schooling with the youngest learners, who are likely to be particularly dependent on caregivers. Further, no studies to our knowledge have examined how the COVID-19 pandemic and the transition to remote schooling interacted with caregivers’ perceptions and practices regarding child screen media use at home. Using thematic analysis of semi-structured interviews with 26 low-income caregivers of young children in Miami-Dade County, Florida, we examined caregivers’ experiences with remote schooling and their perceptions of and experiences with child screen media use during the COVID-19 pandemic. Results demonstrated that caregivers experienced challenges in facilitating remote schooling for their young children, and that the pandemic and remote schooling brought about notable changes in perceptions and habits around child screen media use at home. These results have implications for future planning around schooling in times of crisis and around incorporation of educational technology into the schooling process, and suggest the need for updating guidelines for caregivers of young children around screen media use to account for the increased integration of screen media devices in schooling and everyday life.