Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents (original) (raw)
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European Journal of Education, 2021
The article presents results of a survey among parents of primary-school pupils, in which they commented on education during school closures due to the COVID-19 disease pandemic in the spring of 2020. The questionnaire mapped family arrangements, parents' competencies, parenting practices concerning learning, and communication with the school. It was administered to more than 2,500 respondents at the end of the period of school closures (May-June 2020). The analysis focused on the question of whether the parents of pupils in primary schools assessed the homebased distance learning as well handled and whether they felt concerned about their child's future school results. We understand parents' satisfaction as a result of the interaction between family arrangements on one hand, and requirements formulated by the schools on the other. The analysis showed that most parents rated home education positively. However, the socioeconomic status (SES) and cultural status of parents was a significant factor. Among the low-SES parents, 47% reported concerns, while among the high-SES parents, only 30% did. The strongest moderators of the link between SES and concerns about the school results of children were: school-family communication during closures, adequacy of curriculum, parental practices supporting child's concentration and motivation, perceived school success of a child and parents' educational aspirations for the child. | 565 SMETACKOVA And STECH 1 | INTRODUC TI ON The transition to home-based distance learning necessitated by the COVID-19 outbreak has been a new experience for all education systems. It highlighted the importance of the family environment for children's school success. The outbreak thus underscored the importance of long-term characteristics such as the role of parents, family background or material standard of living in the context of individual education systems. It also highlighted the importance of patterns of communication between teachers and parents and the comprehensibility of school instruction for parents. With this in mind, we conducted a survey to assess parental experiences of distance learning in the Czech Republic after the government shut down schools due to the pandemic in the Spring of 2020.
CEPS journal, 2021
In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents’ attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7–9; 12–15 years old), 147 parents of secondary school students (Years 1–3; 15–18 years old) and 35 parents of students in their final (4th) year of secondary school (18–19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers’ remote help for students quite positively. They also believe that online education will become important in the future.
Research Papers in Economics, 2020
How did families handle remote schooling during the time of Covid-19 lockdown during spring 2020? Perceptions on remote schooling activities were gathered from parents and their children at the end of primary education and in secondary education (10-18 years old) from 9 EU countries (Austria, France, Germany, Ireland, Italy, Portugal, Romania, Slovenia and Spain) in addition to Switzerland and Norway. The findings show that almost all children who participated in the survey were able to conduct some school-related activities using digital technologies, and many reported that their schools had provided them with both digital communication and learning platforms. The findings also point out to large variations in terms of how children were able to interact with their teachers in learning activities and how often children were in contact with their teachers through online means. In addition to learning activities provided by the school, parents also engaged in complementary learning ac...
Journal of Family Issues, 2022
In this article, we present the results of the qualitative research and the thematic discourse analysis of discussions of Facebook groups of parents of pupils in Slovakia and the Czech Republic. The aim was to identify how the parents perceived the issue of distance learning during the COVID-2 pandemic and how they approached the problems that they encountered. Parents step into the role of a teacher and of a pupil; they are participants and observers of the educational process and advisors and supporters of their children. They evaluate the educational process from the didactics and the instructive point of view but they lack competencies that belong to teachers. Insufficient digital literacy and lacking equipment in households regarding ICT represent a weak point. Problems linked to the loss of social contacts and isolation are growing in number. Families also struggle with economic and logistics problems.
Identifying parents' home-schooling experience during Covid-19 period
CERN European Organization for Nuclear Research - Zenodo, 2021
The Covid-19 outbreak continues to be a vital phenomenon that no human alive has ever experienced before and that affects all people globally in a similar way. Within the scope of Covid-19 measures, parents have played an important role after closing schools and starting home-schooling. In this study, home-schooling experiences of parents with children in primary school during the pandemic period were examined. A descriptive quantitative study was planned in order to determine the problems that parents / caregivers have encountered in the period since the beginning of Covid-19. The participants of the study were 366 parents with children in primary school between June and October 2020. Data analysis was conducted through descriptive statistics, frequency and percentage analysis. After the data analysis, four main themes emerged: curriculum, learning at home, staying connected and overall perspectives. It was determined that parents had difficulties, especially in curriculum, learning at home themes and sub-themes. In terms of research findings, parents/caregivers are expected to have as much knowledge of curriculum and pedagogy as a teacher, as well as technology knowledge as an expert to solve technological problems.
Learning at home: home schooling resources and child development during the COVID-19 lockdown
2020
School closures, forced by the COVID-19 crisis in many countries, impacted on children’s lives and their learning process. There will likely be substantial and persistent disparities between families in terms of education outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children’s learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy on children’s use of time, distance learning resources and emotional status, we analyse how the lockdown has affected children’s use of time, their emotional wellbeing and their home learning process. We estimate child fixed effects models to identify the main contributors of children’s status during the lockdown. The analysis also focuses on the role played by online cla...
Challenges of Homeschooling in Romania during Pandemic Times
Revista Romaneasca pentru Educatie Multidimensionala
Innovations assets during the pandemic time and gradually commitment formed it fundamental to transform traditional education methods and made current many crucial breakpoints in the educational process in early childhood education. The present study is an augmentation to the issue of the virtual learning environment at preschools. Multiplying the lines of open and distance learning, including cyberculture as a new note in learning, attracting the Internet as a source and means of teaching, increasing in real-time the links between computer-mediated education partners, reporting on cyberspace as a privileged environment, on the performance of the education, in general, are conclusive examples of the stated evolution. It does not mean that everything in school is moving from the current to the virtual. This study selected descriptive survey research for quantitative methods. The research design used appropriate frequencies to collect responses through an online data from Facebook group members ("Pregătim preşcolarii pentru şcoală"). The target population comprised of 280 parents in Romania. Oneself administered questionnaires were used to obtain data on parents' perceptions of conventional schooling and in decision making, they should involve pupils in a homeschool setting. We suggest that a parent's moderate degree of engagement through online learning is essential as it involves reinforce to a child. The results provided here shows that learning process based on inquiry-approach could contribute to the development of home education programs and curriculum resources and materials for early childhood education. Also, present the perspectives of accelerated curricula for gifted children from the mainstream education system during pandemic times.
Parents' Role in Assisting Children to Study from Home during the Covid-19 Pandemic
Proceedings of the First Multidiscipline International Conference, MIC 2021, October 30 2021, Jakarta, Indonesia, 2022
The Pandemic period has changed learning activities at school into learning from home. In this case, the role of teachers in schools has to be carried out by parents at home. Of course, many obstacles arise considering that not all parents can assist children in learning like teachers at school. This review will investigate the job of guardians in going with kids while considering from home during the COVID-19 pandemic. The strategy used to concentrate on this paper is scientific distinct. The article expects to discover which jobs that completed by guardians while going with their youngsters during the Covid-19 pandemic. The results showed that parents act as mentors, educators, facilitators, and motivators. In helping the children's activity, parents needed guidance to assist children's exercise based on their needs while learning from home.
‘Homeschooling’ and the COVID-19 Crisis: The Insights of Parents on Curriculum and Remote Learning
Interchange, 2021
The COVID-19 crisis forced schools to temporarily close from March 2020 to June 2020, producing unpredictable changes in instructional contexts and patterns. A new concept of 'homeschooling' emerged which required parents to support the implementation of the curriculum through remote learning. This article is based on a case study focusing on the perceptions of experiences of ten parents of Elementary school children during the school lockdown in Alberta, Canada. Parents argue that the schools' demands on them were unreasonable. These added to the stress of the quarantine and professional losses, and to the burden of working full-time, fulfilling household responsibilities, and having children rely mostly on parents to deliver an often brief, 'shallow' weekly lesson plan that lacked clear expectations and reliable assessment pieces. Parents also strongly cast doubts on the popular reliability of online education by suggesting the unsuitability of online tools to promote independent learning among young children. The study may provide valuable contributions to further inform how to better support learning from home during this ongoing pandemic.