McKenna Meaghan, Soto-Boykin Xigrid, Cheng Ke, Haynes Elizabeth, Osorio Amanda, Altshuler Joan
Juniper Gardens Children's Project, University of Kansas, Kansas City, USA.
Department of Educational and Psychological Studies, University of South Florida, Tampa, USA.
Early Child Educ J. 2021;49(5):815-827. doi: 10.1007/s10643-021-01216-y. Epub 2021 Jun 1.
This article describes the development and administration of a survey to identify early childhood educators' successes and barriers when delivering remote instruction (e.g., online whole or small group instruction) during the COVID-19 pandemic to children 2-5 years old. The survey was developed using procedures outlined by the commonly accepted stages of an instrument development process. Content validity was established using four approaches: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) cognitive interviews, and (d) expert panel review. A total of 1,053 early childhood educators began the survey, with 808 (77%) of the responses included because educators met the inclusion criteria of working in the United States and responding to at least one question related to remote instruction. The survey contained 37 closed-ended and six open-ended items covering eight domains: (a) demographic information; (b) preparation, guidelines, and materials for remote learning; (c) caregiver communication and engagement; (d) assessment; (e) instruction; (f) educators' levels of confidence before and after remote learning; (g) access to services (i.e., wraparound and/or special education); and (h) planning for the return to face-to-face instruction. Both quantitative (descriptive, t-test, regression, ANOVA, and Chi-square tests) and consensual qualitative research analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance from administrators, educators successfully adapted to remote instruction and their levels of confidence increased over time. Ongoing improvements need to be made to sustain regular communication with all families, to offer access to technology (i.e., devices and internet), to administer assessments or universal screeners, and to provide cohesive guidelines and expectations. Results from this study begin to shed light on early childhood educators' adaptation to remote instruction as a result of COVID-19.
The online version contains supplementary material available at 10.1007/s10643-021-01216-y.
本文描述了一项调查的开发与实施情况，该调查旨在确定幼儿教育工作者在新冠疫情期间为2至5岁儿童提供远程教学（如在线集体或小组教学）时的成功经验与障碍。该调查是根据仪器开发过程中普遍认可的阶段所概述的程序开发的。内容效度通过四种方法确定：（a）确定调查目的；（b）创建项目蓝图；（c）认知访谈；（d）专家小组评审。共有1053名幼儿教育工作者开始参与调查，其中808份（77%）回复被纳入，因为教育工作者符合在美国工作且至少回答一个与远程教学相关问题的纳入标准。该调查包含37个封闭式问题和6个开放式问题，涵盖八个领域：（a）人口统计信息；（b）远程学习的准备、指导方针和材料；（c）与照顾者的沟通与互动；（d）评估；（e）教学；（f）教育工作者在远程学习前后的信心水平；（g）获得服务（即全方位服务和/或特殊教育）；（h）恢复面对面教学的规划。定量分析（描述性分析、t检验、回归分析、方差分析和卡方检验）和共识定性研究分析均被用于总结调查结果。该调查结果表明，即使在管理人员指导有限或没有指导的情况下，教育工作者也成功适应了远程教学，并且他们的信心水平随着时间的推移有所提高。需要持续改进，以维持与所有家庭的定期沟通，提供技术接入（即设备和互联网），进行评估或通用筛查，并提供连贯的指导方针和期望。这项研究的结果开始揭示幼儿教育工作者因新冠疫情而对远程教学的适应情况。
在线版本包含可在10.1007/s10643-021-01216-y获取的补充材料。
