Preschool teacher-parent communication during COVID-19 pandemic lockdown: Relation to the parental engagement at home

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Marina Videnović, Milana Rajić, Ivana Stepanović-Ilić
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引用次数: 0

Abstract

During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children?s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher?s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents? engagement and sustainability of preschool education in times of crisis.
新冠肺炎大流行封城期间幼儿园师生沟通:与家长在家参与的关系
在2019冠状病毒病大流行期间,教育系统转向在线形式。学龄前儿童的父母因此成为了对孩子的可持续发展负责的主要教育者。年代的教育。与老师的交流是唯一可用的支持资源。本研究旨在探讨幼儿教师与家长沟通的频率、交流内容与教师满意度之间的关系。(支持)和家长参与家庭学习活动。一份在线调查问卷被发送给了1646名学龄前儿童的父母。多元回归分析显示,家长与幼师沟通频率对家长参与家庭学习活动有显著预测作用,但影响不显著。出乎意料的是,参与面对面家庭学习活动的家长对教师支持的满意度较低。研究表明,在专家和父母之间有明确角色划分的单向数字交流对父母的影响有限。危机时期学前教育的参与和可持续性。
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来源期刊
Zbornik Instituta za Pedagoska Istrazivanja
Zbornik Instituta za Pedagoska Istrazivanja EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
0.00%
发文量
5
审稿时长
16 weeks
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