Difficulties Parents of Preschoolers Experience With Distance Learning During COVID-19

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Solicited Content: COVID-19 Related

Abstract

Early experiences in the home learning environment consistently predict later academic outcomes (Tamis-LeMonda et al., 2019; Liang et al., 2020). However, the dynamics of the home learning environment have changed substantially for preschoolers and their parents during the COVID-19 pandemic. The present study explored the ways in which parents of preschoolers are responding to distance learning during COVID-19, that is what they are doing, what is working well, and stressors they are experiencing.
Data were collected from 166 primary caregivers (typically mothers) of preschool children. An online survey was distributed via social media sites across the U.S. to preschool parents. Survey questions included multiple choice and open-ended questions (see Table 1 for sample items). Demographic information was collected as well (see Table 2). Consistent with demographics of other online surveys (Dworkin et al., 2016; Whitaker et al., 2017), the majority of parents identified as White, female, well-educated (at least a Bachelor’s). Most of the respondents lived in Maryland.
Seventy-four percent of children received lessons and activities during COVID-19. However, only 18% of parents reported their child was required to complete the provided activities. In addition to the lessons being provided by the school, 87% of parents completed one or more reading, art, math, science, and/or music activity with their preschooler.
Despite what parents say they are completing with their children, only 28% were satisfied with the lessons sent home. Parents attributed difficulty completing assignments during distance learning to many reasons (e.g., child unable to maintain attention, child resists school work). However, the most common difficulty was that the child needed too much parental support (38%) to complete assignments. Between the demands of their jobs (18%) and having other children at home (9%), finding the time to complete activities was especially difficult for some parents. One parent responded that despite liking the resources provided they “just don’t have the time to use them with [their] work schedule.” Another parent described the demands of distance learning as: “impossible with my career.”
In addition to what parents said they did to assist their children with during distance learning, they identified personal stressors with which they dealt that extremely (34%) to very much (40%) negatively impacted their lives. These included being without childcare (72%) and having to homeschool children (88%).
Preschool is important for fostering children’s social/emotional and academic cognitive skills (Barnett & Freude, 2010). Clearly, distance learning at home with parents is not an optimal solution but it may be the best that is available. Because of their young age, preschoolers require more parental support than other age groups might. Working parents and parents with multiple children, are having difficulties finding time to support their preschoolers. Moving forward parents might benefit from assignments that require less preparation or are prepared ahead of time by the teachers or school.

 

Authors

• Samantha Helen Galczyk, University of Maryland - Baltimore County
  Presenting Author

• Susan Sonnenschein, University of Maryland - Baltimore County
  Non-Presenting Author

• Michele Stites, University of Maryland - Baltimore County
  Non-Presenting Author