No Hugs Online! Perspectives of Kindergarten Teachers and Parents on Social Interaction During Online Learning

• In Event: AERA Roundtable Session 6
  In Roundtable Session: COVID, Child Outcomes, and Home Learning Environments (Table 28)

Abstract

Social interactions and play have long been associated with children’s critical development during the kindergarten year. However, school shutdowns and the resultant move to online learning during the COVID-19 pandemic restricted social opportunities in many kindergarten classrooms. This qualitative study investigates teachers’ and parents’ experiences with social interactions in online kindergarten. Twenty-one teachers and parents representing schools from three U.S. states participated in one-hour, one-on-one interviews over Zoom. Results suggest that participants perceive social interaction to be the primary goal of kindergarten, but that online strategies and tools for supporting social growth are not yet adequate and must be further developed. An understanding of social development, challenges, and opportunities for kindergarteners is critical for building a strong educational environment.

Authors

• Deborah Cockerham, University of North Texas

• Sharon Ndolo, University of North Texas

• Amy Eisenmann