Shifting to Remote Learning during COVID-19: Differences for Early Childhood and Early Childhood Special Education Teachers

Autor/inn/en	Steed, Elizabeth A.; Leech, Nancy
Titel	Shifting to Remote Learning during COVID-19: Differences for Early Childhood and Early Childhood Special Education Teachers
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.789-798 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steed, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01218-w
Schlagwörter	Distance Education; COVID-19; Pandemics; Educational Change; Early Childhood Teachers; Special Education Teachers; Individual Differences; Learning Activities; Family Involvement; Web Based Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungsreform; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Individueller Unterschied; Lernaktivität; Web Based Training
Abstract	This study explored similarities and differences in how early childhood education (ECE) teachers (n = 947) and early childhood special education (ECSE) teachers (n = 160) provided remote learning to young children and their families following COVID-19 shelter in place orders in the spring of 2020. The most utilized remote learning activities for both ECE and ECSE teachers were the provision of activities for families to use at home, communication with families, online lessons, and singing songs and reading books. Both types of professionals spent more time planning and communicating with families than providing instruction to children. Results of chi-square tests of independence revealed differences in activities provided, how time was spent, and training received by professional role. Open-ended responses revealed particular challenges for ECE and ECSE teachers. Findings are discussed in the context of how the early childhood field adapted quickly to remote learning during COVID-19 and the implications for ongoing technology support for early childhood personnel based on their professional role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01