Catherine R Gaspar, Laudan B Jahromi, Mary Ellen Rooney, Stephanie Rodriguez
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Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home-school relationships throughout the early childhood years.</p>","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265882/pdf/","citationCount":"0","resultStr":"{\"title\":\"Lessons Learned from Family-School Relationships during COVID-19: The Experiences of Early Childhood Special Education Professionals.\",\"authors\":\"Catherine R Gaspar, Laudan B Jahromi, Mary Ellen Rooney, Stephanie Rodriguez\",\"doi\":\"10.1080/10901027.2025.2452374\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of ten early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family-school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home-school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home-school relationships throughout the early childhood years.</p>\",\"PeriodicalId\":45981,\"journal\":{\"name\":\"Journal of Early Childhood Teacher Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2025-01-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265882/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Childhood Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10901027.2025.2452374\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10901027.2025.2452374","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Lessons Learned from Family-School Relationships during COVID-19: The Experiences of Early Childhood Special Education Professionals.
The COVID-19 pandemic caused shifts in the educational landscape and revealed gaps in educational processes, including the practices of education professionals. The present study used a Community-Based Participatory Research (CBPR) approach to explore the experiences of ten early childhood special education professionals who supported racially and ethnically diverse families of preschoolers with disabilities to gain insight into family-school relationship dynamics during COVID-19. Through interviews, education professionals shared their firsthand experiences in relation to navigating home-school relationships during the pandemic. Education professionals described shifts in their relationships with families, as well as their observations of family factors such as hardships and engagement. They also discussed strategies they used to support families during the pandemic. Later reflections from professionals in the study's CBPR advisory board revealed lessons learned from the pandemic. Findings highlight the voices of early school professionals during COVID-19 and offer insights into how these experiences informed their adjustment and practice in modern day. Results reveal how early childhood special education professionals and families can be better supported by the education system moving forward, as well as suggestions for fostering home-school relationships throughout the early childhood years.
期刊介绍:
The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.