Johnson Anna D, Castle Sherri, Partika Anne, Martin Anne
Department of Psychology, Georgetown University.
Child Trends.
Child Youth Serv Rev. 2024 Aug;163. doi: 10.1016/j.childyouth.2024.107745. Epub 2024 Jun 12.
When the COVID-19 pandemic forced school closures in the U.S. in March 2020, children's learning moved home and online, making school participation a challenge for many families, particularly those with low incomes. Although there is not a clear and agreed-upon digital analog for in-person school participation for young elementary students, existing research on young children's school attendance and engagement in non-pandemic times suggests that family characteristics broadly recognized to shape child development (e.g., parental depressive symptoms, household chaos), children's own characteristics (e.g., pre-COVID-19 academic skills; demographics), and logistical barriers with particular relevance to remote learning (e.g., internet access) may be determinants of remote learning participation. The current study explores the extent to which student participation during COVID-induced remote learning was predicted by family and child characteristics and logistical barriers by drawing on an existing study of diverse low-income students in Tulsa, OK who were in 1 grade when the pandemic emerged. We capitalize on unique, comprehensive, multi-informant data collected before and during COVID-19 to examine young children's participation in remote learning while controlling for pre-existing differences that might otherwise be confounded with both COVID-related stressors and obstacles to remote learning participation. Both family characteristics (e.g., parent depression, household chaos, single mother) and logistical barriers (e.g., internet and device access) predicted children's remote learning participation. Implications for school administrators and policymakers - with a focus on preparation for future disasters that may once again force school closures - are discussed.
2020年3月，当新冠疫情迫使美国学校关闭时，孩子们的学习转移到了家中和线上，这使得上学对许多家庭来说成为一项挑战，尤其是低收入家庭。虽然对于小学生亲自上学参与度并没有一个明确且公认的数字模拟指标，但现有关于幼儿在非疫情时期上学出勤率和参与度的研究表明，广泛认为会影响儿童发展的家庭特征（例如，父母抑郁症状、家庭混乱）、儿童自身特征（例如，新冠疫情前的学业技能；人口统计学特征）以及与远程学习特别相关的后勤障碍（例如，互联网接入）可能是远程学习参与度的决定因素。本研究利用俄克拉荷马州塔尔萨市一项针对不同低收入学生的现有研究，探讨了家庭和儿童特征以及后勤障碍在多大程度上预测了新冠疫情引发的远程学习期间学生的参与度，这些学生在疫情出现时为一年级。我们利用在新冠疫情之前和期间收集的独特、全面、多渠道的数据，来研究幼儿在远程学习中的参与情况，同时控制可能与新冠相关压力源和远程学习参与障碍相混淆的先前存在的差异。家庭特征（例如，父母抑郁、家庭混乱、单身母亲）和后勤障碍（例如，互联网和设备接入）都预测了儿童的远程学习参与度。本文还讨论了对学校管理人员和政策制定者的启示，重点是为未来可能再次迫使学校关闭的灾难做准备。
