Stites, Sonnenschein, & Galczyk in press
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Stites, Sonnenschein, & Galczyk in press
This is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press ed by the University of Maryland, Baltimore County (UMBC) ScholarWorks@UMBC digital repository on the Maryland Shared Open Access (MD-SOAR) platform.Please provide feedbackPlease support the ScholarWorks@UMBC repository by emailing scholarworks-group@umbc.edu and telling US what having access to thi Stites, Sonnenschein, & Galczyk in press s work means to you and why it's important to you. Thank you.https://khothuvien.coniPreschool Parents’ Views of Distance Learning During COVID-19MicheStites, Sonnenschein, & Galczyk in press
le L. Stites Susan Sonnenschein Samantha H. GalczykUniversity of Maryland Baltimore CountyEarly Education and Development. in press1AbstractResearch fThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press descriptive study examined U.S. parents’ views on distance learning for their preschool children during the COVID-19 crisis. Using a survey distributed via social media groups to U.S. parents of preschoolers (N - 166). we examined the following: the types of activities parents engaged in. obstacles Stites, Sonnenschein, & Galczyk in press to preschool distance learning, and the types of resources parents needed. Results of the online survey indicated that parents received and engaged iStites, Sonnenschein, & Galczyk in press
n more literacy based activities than mathematics ones. Additionally, parents reported few opportunities for social emotional engagement. Responding pThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press cant time, and allowed for social interaction with other children.Policy or Practice: Cuưent research (e.g. Barnett & Jung. 2021) indicates that preschool children missed critical learning during the COVID-19 crisis. Children who enter kindergarten following the COVID-19 crisis, may need additional Stites, Sonnenschein, & Galczyk in press support in mathematics and social emotional engagement given that parents are reporting lower levels of such activities during distance learning. And.Stites, Sonnenschein, & Galczyk in press
if distance learning continues or reoccurs, mathematics and social opportunities as well as teacher training need more consideration.Keywords: PreschThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press -19 during the spring of 2020 (Bao et al.. 2020; Dong et al.. 2020). Most schools switched from in-person instruction to virtual or distance learning with an associated change in the role parents were expected to play (Hoffman & Miller. 2020; Lau & Lee. 2020). Although parents are typically expected Stites, Sonnenschein, & Galczyk in press to support or augment their children’s inschool learning, with the change to distance learning, they now are expected to play a much larger role (SchStites, Sonnenschein, & Galczyk in press
midt et al.. 2020) What exactly that role is. however, has not been well-documented; the studies that have been done have focused on elementary schoolThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press escriptive data documenting U.S. preschool parents’ perceptions of their role in their children's distance learning during May 2020, about 6 weeks into in-school suspension of classes in the United States. Such data provide an important foundation for learning what challenges the educational system Stites, Sonnenschein, & Galczyk in press faces or will face as children return to school and what may be potential strengths to build upon.Theoretical FrameworkThis research reflects academicStites, Sonnenschein, & Galczyk in press
socialization theory (e.g., Puccioni. 2015) and Bronfenbrenner’s (1979) ecological model. Parents' academic socialization includes parents’ attitudesThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press . 2015). According to Hoover-Dempsey et al. (2005). parents must believe they have the relevant skills with which to assist their children, and the time to do so, to be involved in their children's education.The ecological model notes that children's development occurs in several overlapping context Stites, Sonnenschein, & Galczyk in press s (e.g.. microsystems) and stresses that these contexts need to work well together4(mesosystems) to optimize children's development (Bronfenbrenner. 1Stites, Sonnenschein, & Galczyk in press
979). For example. Epstein (2001) talked about overlapping spheres of influence in which parents and educators together exert an influence on childrenThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press r children’s education. Parents need to know what teachers expect them to do with their children and feel able and willing to do so.The Importance of PreschoolAlthough children are not required to attend preschool in most U.S. educational jurisdictions (Pre-K. Now. 2008 ). approximately 53% of U.S. Stites, Sonnenschein, & Galczyk in press children between the ages of three and five do attend some form of preschool prior to entering formal schooling. These percentages vary across demograStites, Sonnenschein, & Galczyk in press
phic groups with children of color being less likely to attend preschool (Child Trends Databank. 2019).Attending preschool is important because of theThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press . 2020a; Barnett & Camilli. 2002; Barnett et.al., 2018; Pianta et al.. 2009) needed for kindergarten readiness. Children who attend preschool generally begin kindergarten with stronger academic skills than children who do not attend a preschool program (Barnett. 1995). For example. Li et al. (2020. Stites, Sonnenschein, & Galczyk in press described in Ansari et al.. 2020a). conducted a meta-analysis of 65 studies and found that children attending preschool showed a benefit of a quarterStites, Sonnenschein, & Galczyk in press
of a standard deviation compared to those who did not. Consistent with such findings. New York City provides universal, free full-day preschool to allThis is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provide Stites, Sonnenschein, & Galczyk in press rten as well (Stavely. 2018). Although the gains from attending preschool5This is the submitted manuscript of an article to be published by Taylor & Francis in Early Education and Development. Access to this work was provideGọi ngay
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