Poster #93 - Parent's Awareness of Early Childhood Services in a Midwestern State: Pre- and Post-COVID

• In Event: Poster Session 20

Abstract

The confidence and capacity of parents to assist their young children's learning can be increased by access to interdisciplinary support services for families (Levickis et al., 2022). However, the stressful global crisis created by COVID made the early childhood environment suffer countless communication difficulties (Levickis et al., 2022). Most notably, a discrepancy in access and services by race and socioeconomic status became evident in early childhood environments. Understanding parents' awareness of supports available for their young children’s learning is critical in overcoming such gaps. Thus, this study aims to understand services that children and families need in the context of early childhood education, with a particular focus on examining Pre- and Post-COVID environmental conditions. We asked:
How has parents' knowledge of services changed Pre- and Post-COVID?
Are there reported changes in access to services Pre- and Post-COVID?

Parents of children aged birth through 12 (n=434) participated in an online survey and structured interviews regarding their knowledge and access to early childhood services as a part of a county’s Early Childhood Strategic Planning. This county was among the most affluent in a midwestern state, but multiple discrepancies across communities by race/ethnicity and income emerged during the pandemic. Quantitative data were analyzed using SPSS v.26. To answer both questions, we cross-tabulated parents’ responses by pandemic timing, categorizing 2019-2020 as Pre-pandemic and 2021-2022 as Post-pandemic. A chi-square test examined differences in knowledge and access to early childhood services by category. Qualitative data were analyzed using Dedoose v.9.

Significant differences were found in parents’ knowledge and access to early childhood services (see Table 1). For example, participants who received assistance indicated they were aware of the programs and services offered but were more likely to have heard about them during Pre-pandemic than Post-pandemic. Responses showed parents heard of various services in the early childhood field more during Pre-COVID than Post-COVID. They, also, reported feeling less respected when accessing services for disability needs and cultural/religious celebrations Post-COVID. In addition, parents were less comfortable receiving services that were offered in person. Additionally, we observed their need for assistance in caring for their children, and health was the biggest issue.
In the qualitative data, we observed more specific differences between the Pre-and Post-COVID categories. For instance, more interviewees mentioned communication with teachers, parents, and family as important Post-COVID. Moreover, general concerns increased about resources children needed.

This study was limited by geographic boundaries although the sample was nevertheless representative of the state in terms of ethnicity/race. Thus, the results may offer guidelines for informing policy or developing programming in early childhood and family support services across the United States to overcome the difficulties and suffering they have experienced during the pandemic. By applying the data from this study, it is possible to suggest improvements to children's enriching environment and concrete support for families.

Authors

• Boyun Kim, Oakland University
  Presenting Author

• Aishwarya Ganesh, Oakland University

• Tomoko Wakabayashi, Oakland University