Research in Distance Learning in Greek Kindergarten Schools During the Pandemic of Covid-19: Possibilities, Dilemmas, Limitations

Foti, Paraskevi

doi:10.5281/zenodo.3839063

Cited by 20 publications

(20 citation statements)

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“…For instance, not only are kindergarten children unable to access work or engage in virtual interactions without the support of an adult, as mentioned above, they also need adult support to complete school-related tasks, read assignment instructions, and upload assignments. Young children's lack of independence impedes their ability to engage with remote learning without the support of an adult (e.g., Foti, 2020). The notion of independence was also discussed when educators were asked about their concerns about returning to school.…”

Section: Discussionmentioning

confidence: 99%

“…The challenges associated with online learning may be greater for educators of younger children. Foti (2020) suggested that, due to the younger age of kindergarten students and their lack of ability to engage independently with distance learning, kindergarten educators were faced with increased challenges and difficulties, such as students being unable to use the requisite technology on their own, and the difficulty adapting their kindergarten teaching materials for distance learning. Young children require support from an adult to access online learning, log on to devices, and complete and submit homework; therefore, children who do not have an adult available to help them may face further challenges and inequities in their education.…”

Section: Teaching In the Covid-19 Pandemicmentioning

confidence: 99%

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From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

Spadafora

Reid-Westoby

Pottruff

et al. 2022

Early Childhood Educ J

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When the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during the first school shutdown in the spring of 2020, particularly for the youngest learners who may feel the longest lasting impacts from this pandemic. Therefore, the purpose of the current descriptive study was to gather information on how kindergarten teaching and learning occurred during this time, what the biggest barriers were, and what concerns educators had regarding returning in person to the classroom setting. The sample for the current study was 2569 kindergarten educators (97.6% female; 74.2% teachers, 25.8% early childhood educators) in Ontario, Canada. Participants completed a questionnaire consisting of both quantitative scales and qualitative open-ended questions. Educators reported that parents most often contacted them regarding technological issues or how to effectively support their child. The largest barrier to learning was the ability of both parents and educators to balance work, home life, and online learning/teaching. With regards to returning to school, educators were most concerned about the lack of ability of kindergarten aged children to do tasks independently and to follow safety protocols. Our findings highlight unique challenges associated with teaching kindergarten during the pandemic, contributing to our understanding of the learning that occurred in Ontario during the first COVID-19 shutdown.

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Section: Discussionmentioning

confidence: 99%

Section: Teaching In the Covid-19 Pandemicmentioning

confidence: 99%

From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

Spadafora

Reid-Westoby

Pottruff

et al. 2022

Early Childhood Educ J

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“…Penyelenggaraan melalui daring perlu memperhatikan berbagai aspek pendidikan secara ekstra namun dirasa kurang efektif karena terbatasnya waktu, jangkauan, tenaga pendidikan, dan beberapa hambatan lainnya. (Foti, 2020;Muhdi et al, 2020;Naciri et al, 2020;Simamora, 2020). Tantangan dan kesulitan pembelajaran jarak jauh dengan sistem daring yang terjadi lebih dirasakan oleh para guru PAUD dan orang tua siswa, karena dalam proses pembelajaran siswa PAUD dilaksanakan melalui adanya berbagai macam alat peraga, pendampingan, dan pengawasan secara langsung oleh guru dan orang tua untuk menimbulkan rasa semangat anak usia dini saat melaksanakan pembelajaran.…”

Section: Pendahuluanunclassified

Dampak Pemberian Tugas Berbantuan Video Terhadap Perkembangan Motorik Halus Anak Usia Dini

Andriani

Wiarta

2021

PAUD

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Wabah Covid-19 menyebabkan pelaksanaan kegiatan belajar mengajar harus dilaksanakan secara daring. Namun, sekolah menerapkan system semi daring sehingga pada saat anak sekolah, pendidik dapat mengevaluasi dan mensinkronkan hasil karya pada saat full daring dan semi daring untuk mengetahui perkembangan motorik halus anak. Penelitian ini bertujuan untuk menganalisis penngaruh pemberian tugas berbatuan video di masa pandemic terhadap perkembangan motorik halus anak usia dini kelompok B. Rancangan eksperimen non-equivalent post-test only control group designPopulasi berdasarkan kelas B terdiri dari 3 kelas yakni B1, B2, B3 sehingga total populasi yaitu 77 orang anak. Sampel dipilih dengan metode random sampling. Data diperoleh berdasarkan metode non-tes dengan instrumen penelitian melalui lembar tes kuesioner. Metode analisis yang digunakan yaitu analisis statistik deskriptif, dengan melakukan uji hipotesis statistic dengan uji t. Berdasarkan hasil analisis diketahui bahwa terdapat perbedaan yang signifikan perkembangan motorik halus anak usia dini yang dibelajarkan menggunakan media audio visual dan kelompok anak yang dibelajarkan dengan pembelajaran konvensional di TK. Jadi, pemberian tugas di masa pandemi menggunakan media audio visual berpengaruh signifikan terhadap perkembangan motorik halus anak usia dini kelompok B.

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“…Children are free to learn and seek information from various sources on the internet. This new trend has gained its momentum during the COVID-19 pandemic that has been occurring since the beginning of 2020, requiring children to study from home to prevent its spread [22,23].…”

Section: Introductionmentioning

confidence: 99%

My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

Christianti

Irfan

Cholimah

et al. 2021

KSS

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My Writing is a tool that preschool children can use to improve their reading and writing skills, which can be used both at school and at home. This tool was developed based on the Language Experience Approach (LEA) and is in the form of an Android application designed for children. It is used to help children understand that the spoken language can be altered into the written one and still retains its meaning. 10 teachers were included in this study and data were collected from teacher opinions and assessments. The findings showed that My Writing is an effective application for developing literacy in young children, and that it is easy to use by children and parents, making it simple for teachers to assess children’s literacy skills while they study at home. Keywords: Language Experience Approach (LEA), Digital LEA, E-LEA, My Writing, early reading and writing

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Research in Distance Learning in Greek Kindergarten Schools During the Pandemic of Covid-19: Possibilities, Dilemmas, Limitations

Cited by 20 publications

References 0 publications

From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

Dampak Pemberian Tugas Berbantuan Video Terhadap Perkembangan Motorik Halus Anak Usia Dini

My Writing: An E-LEA-Based Android Application to Develop Kindergarten Children's Early Literacy

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