Preschool Teachers Struggle With Distance Learning During COVID-19

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Solicited Content: COVID-19 Related

Abstract

The COVID-19 crisis has left educational systems in crisis due to the unprecedented need for distance learning at all levels, starting in preschool. While there is an abundance of research on the importance of early childhood education (e.g. Barnett & Frede, 2010), there is little on distance learning for young children. And, we know even less about the challenges preschool teachers face with distance learning. To help modify principles of effective instruction for distance learning, we need to better understand how distance learning is implemented in preschools and the personal and professional barriers faced by teachers.
This study used an online survey distributed to preschool teachers in both private and public preschools across the US, but most respondents came from the Mid-Atlantic region. Responding teachers taught children from varying socio-economic backgrounds (see Table 1). The survey examined strategies the teachers used to create preschool distance learning environments as well as personal and professional stressors faced by these educators. A mixed methods approach was used to analyze responses. Ninety-seven preschool teachers responded to the online survey, which was distributed via social media groups (e.g. Preschool Teachers Connect) and professional organization listservs. Ninety-one percent of the respondents indicated they provided digital learning during the COVID-19 crisis even though only 53% were required to do so by their administration. Sixty-nine percent of teachers (of the 91%) who provided distance learning used synchronous forms of instruction with Zoom being the most frequently used platform.
Survey results indicated that preschool teachers are facing many stressors related to distance learning. See Table 2 for key questions/responses. While some stressors differ for teachers in public and private programs, one of the most significant stressors for teachers in both types of programs was the developmental level of the children. That is, children of this age needed a significant amount of parental involvement for distance learning to be successful. Unfortunately, teachers also reported receiving feedback from parents that supporting their child’s distance learning required too much parental support (50%) and that parents were unable to provide a set schedule for their preschool children’s instruction (59%). Teachers from publicly funded programs were more likely to report that parents lacked the technological tools (p = .000) and/or internet connectivity (p = .000). Teachers in public programs also reported many of their parents had limited English proficiency (p = .02) and reading skills (p = .012) which interfered with their ability to understand the lessons for their children.

Perhaps of most importance is that during this time of crisis, teachers themselves were dealing with the impacts of COVID-19. Fifty-four percent of the responding teachers indicated that they were impacted by COVID-19 on a personal level. Lack of childcare (20%) and needing to support their own children’s learning (20%) were common stressors these teachers experienced. Teachers also reported experiencing personal family issues (35%) and have less time to work on professional tasks (35%). Food insecurity (16%) and salary loss (23%) also had a negative impact on teachers’ ability to attend to distance learning.
 

Authors

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

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

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