When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

Dayal, Hem Chand; Tiko, Lavinia

doi:10.1177/1836939120966085

Cited by 117 publications

(124 citation statements)

References 11 publications

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“…Other studies provide evidence of frustration and negative attitudes among caregivers about distance learning benefits and values, especially for preschool-aged children [74–76]. Home-based learning has been challenging for young children for various reasons, including limited learning materials and technological barriers [77, 78]. Children who were looked after by grandparents faced challenges due to their limited awareness about online technologies [77].…”

Section: Resultsmentioning

confidence: 99%

“…Home-based learning has been challenging for young children for various reasons, including limited learning materials and technological barriers [77, 78]. Children who were looked after by grandparents faced challenges due to their limited awareness about online technologies [77]. Parents noted concerns about lack of social interaction, sedentary behaviour, and limited physical activity during school closures [21,79,80].…”

Section: Resultsmentioning

confidence: 99%

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Responsive caregiving, opportunities for early learning, and children’s safety and security during COVID-19: A rapid review

Proulx

Lenzi-Weisbecker

Hatch

et al. 2021

Preprint

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During the COVID-19 pandemic, there have been drastic changes in family life and programs and services that promote and protect early childhood development. Global stakeholders have raised concerns that the pandemic is putting enormous strain on parents and other caregivers, compromising capabilities and enabling environments for nurturing care of young children and therefore likely impacting children's development. This rapid review takes stock of emerging research on nurturing care for young children during the COVID-19 crisis. Two databases were searched in addition to an extensive search for grey literature, drawing on 112 scholarly and scientific studies from more than 30 countries that have examined components of nurturing care during the pandemic, namely: responsive caregiving, early learning and play, and children's safety and security. There are some reports of unexpected positive benefits of the pandemic on families, including increased father involvement in caregiving. But more commonly, the studies' findings reveal numerous issues of concern, including parental and caregiver mental health difficulties and less responsive parent and child relationships, increased screen time among children, limited opportunities for outdoor play, and fractured systems for responding to potential child neglect and maltreatment. Evidence suggests limited access and challenges in the provision of remote learning for the youngest learners, such as those in early childhood education. The findings can inform global stakeholders, who have advocated for increased support and funding to ensure young children and other caregivers are supported and protected during the COVID-19 pandemic. There is an urgent need for action-oriented implementation studies and those that go beyond identifying trends and begin to pinpoint "what works" to effectively promote and protect nurturing care during emergencies such as the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Responsive caregiving, opportunities for early learning, and children’s safety and security during COVID-19: A rapid review

Proulx

Lenzi-Weisbecker

Hatch

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Didalam hasil penelitian (Dayal & Tiko, 2020) dengan judul "When are we going to have the real school? A case study of early childhood education and care teachers' experiences surrounding education during the COVID-19 pandemic"menyatakan bahwa Survei ini menemukan berbagai derajat kesejahteraan emosional pra-taman kanak-kanak (di bawah lima) anak di AS, yang mengalami perasaan bosan atau bingung.…”

Section: Anak Kurangnya Bersosialisasiunclassified

Dampak Pembelajaran Daring terhadap Perilaku Sosial Emosional Anak

Kusuma

Sutapa

2020

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Artikel ini bertujuan untuk mengetahui apakah pembelajaran daring berdampak pada perilaku sosial emosional anak. Pada saat ini dikejutkan oleh virus covid 19 yang mengharuskan anak-anak untuk melakukan pembelajaran daring, hal ini yang dapat berdampak pada sosial emosional anak. Tujuan peneliti untuk mengetahui dampak pembelajaran daring terhadap perilaku sosial emosional anak. Metode yang digunakan dalam penelitian ini adalah studi kasus melalui wawancara dengan analisis tematik pada 10 ibu yang memiliki anak bersekolah TK di kabupaten Ngawi. Para ibu diberikan pertanyaan melalui wawancara terkait dampak perilaku sosial emosiaonal anak selama pembelajaran daring. Hasil analisis menunjukan bahwa secara umum perilaku sosial emosiaonal anak selama pembelajaran daring adalah anak kurang bersikap kooperatif karena anak jarang bermain bersama, kurangnya sikap toleransi kurangnya bersosialisasi dengan teman terbatasi adanya belajar dirumah, emosi anak yang terkadang merasa bosan dan sedih, anak merasa rindu teman dan guru serta anak juga tercatat mengalami kekerasan verbal karena proses belajar yang lazim.

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“…The schooling during the Covid-19 period makes the teachers worried about both personally and professionally as teachers, although they are making a successful effort in teaching remotely (Dayal & Tiko, 2020). For caregivers, stress, and pain increase during the Pandemic (Sheth, Lorig, Stewart, Parodi, & Ritter, 2020).…”

Section: The Barriers To Implement Of Urgent Curriculummentioning

confidence: 99%

Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic

Solekhah

2020

International Journal of Emerging Issues in Early Childhood Edu

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The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development.

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When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

Cited by 117 publications

References 11 publications

Responsive caregiving, opportunities for early learning, and children’s safety and security during COVID-19: A rapid review

Responsive caregiving, opportunities for early learning, and children’s safety and security during COVID-19: A rapid review

Dampak Pembelajaran Daring terhadap Perilaku Sosial Emosional Anak

Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic

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