Cathryn Moodley, Thato Seerane, S. Gravett
{"title":"Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention","authors":"Cathryn Moodley, Thato Seerane, S. Gravett","doi":"10.4102/sajce.v12i1.1046","DOIUrl":null,"url":null,"abstract":"Background: The spread of the coronavirus disease-2019 (COVID-19) has escalated the need for studying the home learning environment (HLE). With learners spending more time at home, understanding about learning at home, especially in disadvantaged communities, is paramount. Aim: The aim of this research study was to explore the HLE for foundation phase learners by analysing data from an intervention that aspired to support organised learning at home during the COVID-19 pandemic. Setting: This research study was conducted telephonically with families from 11 schools (10 in the Waterberg district, Limpopo and one in Soweto, Gauteng). Methods: Qualitative data (recorded phone interviews) were collected from caregivers and learners from 17 households. The interview recordings were transcribed and translated into English. The constant comparative method of data analysis was used to analyse interview transcripts. Results: Three themes emerged from the analysis: (1) challenges of learning at home, (2) perceived benefits of learning at home and (3) the desire to continue with the programme even after schools re-opened. The data showed that having access to learning material facilitated learning at home. Additionally, caregivers noted benefits to learners from engaging in learning activities. However, there were also challenges in facilitating learning at home. These include caregivers not following the learning guidelines provided. Conclusion: Caregivers appreciated having access to learning material and were willing to facilitate learning at home. However, the challenges they faced resulted in them not executing the programme effectively. Future studies and interventions should explore how to provide adequate and accessible support to caregivers. © 2022. The Authors. Licensee: AOSIS.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/sajce.v12i1.1046","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
贫困社区一年级学生在家学习:来自Sandbox@Home covid -19应对干预的见解
背景:2019冠状病毒病(COVID-19)的传播加剧了对家庭学习环境(HLE)研究的需求。随着学习者在家里花更多的时间,了解在家学习,特别是在弱势社区,是至关重要的。目的:本研究的目的是通过分析一项旨在支持COVID-19大流行期间在家有组织学习的干预措施的数据,探索基础阶段学习者的HLE。环境:本研究是通过电话对来自11所学校的家庭进行的(10所在林波波的Waterberg区,1所在豪登省的索韦托)。方法:采用电话访谈法对17个家庭的照顾者和学习者进行定性调查。采访录音被抄录并翻译成英文。采用数据分析中的恒常比较法对访谈笔录进行分析。结果:从分析中出现了三个主题:(1)在家学习的挑战,(2)在家学习的感知好处,(3)即使在学校重新开放后继续进行该计划的愿望。数据显示,有机会获得学习材料有助于在家学习。此外,照顾者注意到参与学习活动对学习者的好处。然而,在促进家庭学习方面也存在挑战。这些包括照顾者没有遵循提供的学习指南。结论:护理人员对有机会获得学习材料表示赞赏,并愿意在家中促进学习。然而,他们面临的挑战导致他们没有有效地执行方案。未来的研究和干预措施应探讨如何为护理人员提供充分和可获得的支持。©2022。作者。被许可方:小岛屿国家联盟。
本文章由计算机程序翻译,如有差异,请以英文原文为准。