Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-01-03 DOI:10.1177/10538151221142795

Daphne M. Vrantsidis, Tim C. Horn, Rebekah Benkart, Tyler A Busch, Kerry E. Orton, M. L. Neel, N. Maitre, H. Taylor

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引用次数: 1

Abstract

This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.

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研究新冠肺炎大流行期间早产儿童的远程学习体验

本研究探讨了极早产儿(VPT)的远程学习活动;胎龄≤30周)，与足月出生的儿童(FT;胎龄≥37周)，在COVID-19大流行期间。5- 6岁出生的VPT儿童(n = 33)和FT儿童(n = 33)的父母报告了教师提供的现场教学、教材和作业的提供、频率和持续时间;还有家长提供的教育材料。与FT儿童相比，VPT儿童接受小团体教学的比例更高，接受大团体教学的比例更低。与FT儿童相比，VPT出生的学龄前儿童使用家长提供的学习应用程序、教育视频和阅读活动的频率较低，持续时间较短。研究结果表明，虽然教师通常对出生在VPT和FT的孩子实施类似的远程学习，但父母却没有。残疾儿童出生时面临教育问题的风险较高，可能受益于更密集的学校和家庭教育干预措施，以帮助抵消学校关闭的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.