The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers

Autor/inn/en	Kim, Janice H.; Araya, Mesele; Hailu, Belay Hagos; Rose, Pauline M.; Woldehanna, Tassew
Titel	The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.855-867 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Janice H.) ORCID (Araya, Mesele) ORCID (Hailu, Belay Hagos) ORCID (Rose, Pauline M.) ORCID (Woldehanna, Tassew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01214-0
Schlagwörter	COVID-19; Pandemics; School Closing; Preschool Education; Preschool Children; Socioeconomic Influences; Illiteracy; Family Environment; Economically Disadvantaged; Foreign Countries; Parent Participation; Distance Education; Equal Education; Ethiopia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sozioökonomischer Faktor; Analphabetismus; Familienmilieu; Ausland; Elternmitwirkung; Distance study; Distance learning; Fernunterricht; Äthiopien
Abstract	Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early childhood education (ECE). To address this gap, we identify the extent to which parents and caregivers with pre-primary school-aged children were engaged in their children's learning during school closures in Ethiopia. Our focus on Ethiopia is of particular relevance given that ECE provision has expanded dramatically in recent years, aimed at ensuring children are prepared for primary school. Using data collected through a phone survey with 480 parents and caregivers, the results revealed that learning disruption due to COVID-19 school closures is likely to be substantial and will probably widen existing inequalities further. Many poorer households and those where parents or caregivers are not literate, are less likely to have child-oriented learning resources, and home learning activities between parents and children in these households are limited. The study highlights that greater attention needs to be paid to mitigate the threats of COVID-19 on Ethiopia's recent gains in ECE, to prevent the pandemic from further reinforcing inequalities between children from advantaged and disadvantaged households. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01