Parents' Perspectives of Family Engagement with Early Childhood Education and Care during the COVID-19 Pandemic

Autor/inn/en	Levickis, Penny; Murray, Lisa; Lee-Pang, Lynn; Eadie, Patricia; Page, Jane; Lee, Wan Yi; Hill, Georgie
Titel	Parents' Perspectives of Family Engagement with Early Childhood Education and Care during the COVID-19 Pandemic
Quelle	In: Early Childhood Education Journal, 51 (2023) 7, S.1279-1289 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levickis, Penny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01376-5
Schlagwörter	Parent Attitudes; Early Childhood Education; COVID-19; Pandemics; Family Involvement; Child Development; Barriers; Social Emotional Learning; Well Being; Parent Responsibility; Financial Problems; Health Conditions; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Ausland; Australien
Abstract	The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to examine parents' perspectives of family engagement with ECEC services during the pandemic. Primary caregivers in Victoria at the time of recruitment (September-November 2020) were invited to participate. Of the 66 participants who completed an online survey, 25 also took part in semi-structured video call or phone interviews; qualitative findings from these interviews are reported in this paper. Four key themes were conceptualised using a reflexive thematic approach: (1) disruptions to ECEC access and attendance impacting on family routines and relationships, and child development; (2) barriers to family engagement; (3) ECEC educators' support of families and children during the pandemic; and (4) increased parental appreciation of the ECEC profession. Findings revealed that disruptions to ECEC access and routines during the pandemic adversely impacted family engagement, and child learning and social-emotional wellbeing for some families. These were aggravated by other stressors, including increased parental responsibilities in the home, financial and health concerns, and changed work conditions. Findings also demonstrated successful methods used by educators to maintain communication and connections with families. Importantly, parents expressed increasing appreciation of the profession and an increased awareness of the value of family involvement in children's learning. Learnings regarding strategies for effective and alternative ways of engaging families are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01