Steed Elizabeth A, Leech Nancy, Phan Ngoc, Benzel Eric
Early Childhood Education, University of Colorado Denver, 1380 Lawrence Street Center, Suite 627, Denver, Colorado 80217.
Research and Evaluation Methods, University of Colorado Denver, 1380 Lawrence Street Center, Suite 627, Denver, Colorado 80217.
Early Child Res Q. 2022;60:307-318. doi: 10.1016/j.ecresq.2022.03.003. Epub 2022 Mar 21.
This study utilized a nationally distributed survey to explore early childhood teachers' experience of providing remote learning to young children and their families during the early months of the U.S. response to the COVID-19 pandemic. A convergent parallel mixed-methods design was used to analyze 805 participants' responses to closed and open-ended survey questions. Results indicated that teachers provided various remote learning activities and spent more time planning instruction and communicating with families than providing instruction directly to children. Early childhood teachers reported several positive aspects of remote learning and various challenges during the initial months of the pandemic. Study findings are discussed in the context of policy and practical implications for supporting early childhood teachers to deliver high-quality and developmentally appropriate remote learning for all young children and their families.
本研究采用了一项全国范围内分发的调查，以探究美国应对新冠疫情最初几个月里，幼儿教师为幼儿及其家庭提供远程学习的经历。研究采用了收敛平行混合方法设计，分析了805名参与者对封闭式和开放式调查问题的回答。结果表明，教师开展了各种远程学习活动，且花费更多时间进行教学规划以及与家庭沟通，而非直接对儿童进行教学。幼儿教师报告了疫情最初几个月远程学习的几个积极方面以及各种挑战。研究结果将在政策背景下进行讨论，并探讨其对支持幼儿教师为所有幼儿及其家庭提供高质量且适合其发展的远程学习的实际意义。
