Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children during the COVID-19 Era

Autor/inn/en	Soltero-González, Lucinda; Gillanders, Cristina
Titel	Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children during the COVID-19 Era
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.965-976 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01210-4
Schlagwörter	COVID-19; Pandemics; Low Income Groups; Economically Disadvantaged; Equal Education; Barriers; Hispanic Americans; Parent Participation; Preschool Education; Parents as Teachers; Learning Activities; Distance Education; School Closing; Online Courses; Parent Teacher Cooperation; Family Environment; Well Being; Stress Variables + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Elternmitwirkung; Pre-school education; Vorschulerziehung; Lernaktivität; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Familienmilieu; Well-being; Wellness; Wohlbefinden
Abstract	The COVID-19 pandemic has greatly impacted families from low-income backgrounds. The shift to remote learning has required parents with preschool-age children to adapt to new ways of collaborating with teachers. Given the longstanding inequities in the education of children from economically disadvantaged backgrounds, exacerbated by the pandemic, it is critical to learn about the challenges that parents encountered and how they supported their children's learning. This knowledge will help to identify ways to better serve these communities during times of crisis and beyond. This study examined how Latinx parents from low-income backgrounds engaged in their children's early education during the COVID-19 crisis. The term Latinx is used in an effort to be gender inclusive when referring to people of Latin American descent. We explored: (1) How do Latinx parents perceive and apply teachers' suggested activities to support children's learning during the early childhood education program closure? (2) What parent and child-initiated learning opportunities do parents report? (3) What challenges with remote learning do parents encounter? Twenty parents of preschoolers in a mountain state metropolitan area participated in a 30-45 min. phone interview. All parents spoke Spanish at home to a different degree. Findings revealed the emergence of more authentic parent-teacher partnerships and parents' extensive engagement in teacher-suggested activities. Importantly, families created a variety of practices to support children's learning and well-being. Yet, a vast majority of parents expressed feeling stressed with the demands of remote education, particularly keeping their child interested in remote learning. Implications for home-school partnerships are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01