Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators
ABSTRACT BACKGROUND In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID‐19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID‐19 pandemic from the perspectives of school administrators...
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| Veröffentlicht in: | The Journal of school health 2022-07, Vol.92 (7), p.656-664 |
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| container_title | The Journal of school health |
| container_volume | 92 |
| creator | Klosky, Jill V. Gazmararian, Julie A. Casimir, Olivia Blake, Sarah C. |
| description | ABSTRACT
BACKGROUND
In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID‐19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID‐19 pandemic from the perspectives of school administrators and essential working parents.
METHODS
A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.
RESULTS
Most school administrators and parents reported declines in student learning and academic behavior related to remote learning. Lack of Wi‐Fi, technology, and digital literacy were often cited as barriers to learning. Challenges with remote learning were amplified for students and parents of vulnerable groups.
CONCLUSIONS
The findings of this study illustrate the need to institute policies, procedures, and supports to maximize schools' ability to safely offer in‐person learning during the COVID‐19 pandemic. Considerations should be made of the needs of essential working parents, vulnerable populations, and the digital divide. |
| doi_str_mv | 10.1111/josh.13185 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9115169</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1338465</ericid><sourcerecordid>2649591020</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4705-493d1176ad233430822d211a87265ff6c6a8eba89eedbb85b2cd904a7e6f6753</originalsourceid><addsrcrecordid>eNp9ks1u1DAUhS0EotPChj3IEosipJTcOHESFkjDdOiPRpoRrZBYWR7nZuJREg92UtQdj8Bz8Fg8CU5TRsACb7w43z3nWL6EPIPwBPx5szWuOgEGWfKATCCNeQAJh4dkEoZRFMQshwNy6Nw29Cdl6WNywJIYgAObkB_zskTVOWpK-hEb0yGdF72SnTYtPe2tbje0q5DOlp8uTn9--w45Xcm2wEYr6onPpvfArNJ1YbE9dnSB0rbDkIfoVMmRfI-VvNHGUt3SMzR2o-VbukKrcDcE3aWvpHfwRYbBK1UZU9Np0ehWu87Kzlj3hDwqZe3w6f19RK4_zK9n58FieXYxmy4CFadhEsQ5KwBSLouIsZiFWRQVEYDM0ognZckVlxmuZZYjFut1lqwjVeRhLFPkJU8TdkTejba7ft1goXwpK2uxs7qR9lYYqcXfSqsrsTE3IgdIgOfe4NW9gTVfenSdaLRTWNeyRdM7EfE4T3IIo9CjL_9Bt6a3rX-dp9Ik4zxmQ6PXI6Wscc5iuS8DoRg2QAwbIO42wMMv_qy_R39_uQeejwBarfby_NJLWcwHAxj1r7rG2_9Eicvl1fkY-gtx_8eP</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2675866435</pqid></control><display><type>article</type><title>Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators</title><source>MEDLINE</source><source>Access via Wiley Online Library</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Klosky, Jill V. ; Gazmararian, Julie A. ; Casimir, Olivia ; Blake, Sarah C.</creator><creatorcontrib>Klosky, Jill V. ; Gazmararian, Julie A. ; Casimir, Olivia ; Blake, Sarah C.</creatorcontrib><description>ABSTRACT
BACKGROUND
In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID‐19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID‐19 pandemic from the perspectives of school administrators and essential working parents.
METHODS
A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.
RESULTS
Most school administrators and parents reported declines in student learning and academic behavior related to remote learning. Lack of Wi‐Fi, technology, and digital literacy were often cited as barriers to learning. Challenges with remote learning were amplified for students and parents of vulnerable groups.
CONCLUSIONS
The findings of this study illustrate the need to institute policies, procedures, and supports to maximize schools' ability to safely offer in‐person learning during the COVID‐19 pandemic. Considerations should be made of the needs of essential working parents, vulnerable populations, and the digital divide.</description><identifier>ISSN: 0022-4391</identifier><identifier>EISSN: 1746-1561</identifier><identifier>DOI: 10.1111/josh.13185</identifier><identifier>PMID: 35411613</identifier><language>eng</language><publisher>Malden, USA: Wiley Periodicals, Inc</publisher><subject>Academic Achievement ; Access to Computers ; Achievement Gap ; Administrators ; Barriers ; Behavior ; Child ; Child, Preschool ; Children ; Childrens health ; COVID-19 ; COVID-19 - epidemiology ; Digital literacy ; Distance Education ; educational gaps ; Educational Trends ; elementary education ; Elementary School Students ; Employed Parents ; Focus Groups ; Georgia - epidemiology ; Humans ; Internet access ; Kindergarten ; Learning ; Online instruction ; Online Surveys ; Outcomes of Education ; Pandemics ; Parents ; Parents & parenting ; Primary Education ; Public schools ; remote learning ; Schools ; Shelter in place ; Technological Literacy ; Technology ; Urban schools ; virtual learning ; Vulnerability ; Working parents ; Young Children</subject><ispartof>The Journal of school health, 2022-07, Vol.92 (7), p.656-664</ispartof><rights>2022 The Authors. published by Wiley Periodicals LLC on behalf of American School Health Association.</rights><rights>2022 The Authors. Journal of School Health published by Wiley Periodicals LLC on behalf of American School Health Association.</rights><rights>2022. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4705-493d1176ad233430822d211a87265ff6c6a8eba89eedbb85b2cd904a7e6f6753</citedby><cites>FETCH-LOGICAL-c4705-493d1176ad233430822d211a87265ff6c6a8eba89eedbb85b2cd904a7e6f6753</cites><orcidid>0000-0003-2205-5582</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjosh.13185$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjosh.13185$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>230,315,781,785,886,1418,27929,27930,31004,45579,45580</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1338465$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35411613$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Klosky, Jill V.</creatorcontrib><creatorcontrib>Gazmararian, Julie A.</creatorcontrib><creatorcontrib>Casimir, Olivia</creatorcontrib><creatorcontrib>Blake, Sarah C.</creatorcontrib><title>Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators</title><title>The Journal of school health</title><addtitle>J Sch Health</addtitle><description>ABSTRACT
BACKGROUND
In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID‐19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID‐19 pandemic from the perspectives of school administrators and essential working parents.
METHODS
A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.
RESULTS
Most school administrators and parents reported declines in student learning and academic behavior related to remote learning. Lack of Wi‐Fi, technology, and digital literacy were often cited as barriers to learning. Challenges with remote learning were amplified for students and parents of vulnerable groups.
CONCLUSIONS
The findings of this study illustrate the need to institute policies, procedures, and supports to maximize schools' ability to safely offer in‐person learning during the COVID‐19 pandemic. Considerations should be made of the needs of essential working parents, vulnerable populations, and the digital divide.</description><subject>Academic Achievement</subject><subject>Access to Computers</subject><subject>Achievement Gap</subject><subject>Administrators</subject><subject>Barriers</subject><subject>Behavior</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Childrens health</subject><subject>COVID-19</subject><subject>COVID-19 - epidemiology</subject><subject>Digital literacy</subject><subject>Distance Education</subject><subject>educational gaps</subject><subject>Educational Trends</subject><subject>elementary education</subject><subject>Elementary School Students</subject><subject>Employed Parents</subject><subject>Focus Groups</subject><subject>Georgia - epidemiology</subject><subject>Humans</subject><subject>Internet access</subject><subject>Kindergarten</subject><subject>Learning</subject><subject>Online instruction</subject><subject>Online Surveys</subject><subject>Outcomes of Education</subject><subject>Pandemics</subject><subject>Parents</subject><subject>Parents & parenting</subject><subject>Primary Education</subject><subject>Public schools</subject><subject>remote learning</subject><subject>Schools</subject><subject>Shelter in place</subject><subject>Technological Literacy</subject><subject>Technology</subject><subject>Urban schools</subject><subject>virtual learning</subject><subject>Vulnerability</subject><subject>Working parents</subject><subject>Young Children</subject><issn>0022-4391</issn><issn>1746-1561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9ks1u1DAUhS0EotPChj3IEosipJTcOHESFkjDdOiPRpoRrZBYWR7nZuJREg92UtQdj8Bz8Fg8CU5TRsACb7w43z3nWL6EPIPwBPx5szWuOgEGWfKATCCNeQAJh4dkEoZRFMQshwNy6Nw29Cdl6WNywJIYgAObkB_zskTVOWpK-hEb0yGdF72SnTYtPe2tbje0q5DOlp8uTn9--w45Xcm2wEYr6onPpvfArNJ1YbE9dnSB0rbDkIfoVMmRfI-VvNHGUt3SMzR2o-VbukKrcDcE3aWvpHfwRYbBK1UZU9Np0ehWu87Kzlj3hDwqZe3w6f19RK4_zK9n58FieXYxmy4CFadhEsQ5KwBSLouIsZiFWRQVEYDM0ognZckVlxmuZZYjFut1lqwjVeRhLFPkJU8TdkTejba7ft1goXwpK2uxs7qR9lYYqcXfSqsrsTE3IgdIgOfe4NW9gTVfenSdaLRTWNeyRdM7EfE4T3IIo9CjL_9Bt6a3rX-dp9Ik4zxmQ6PXI6Wscc5iuS8DoRg2QAwbIO42wMMv_qy_R39_uQeejwBarfby_NJLWcwHAxj1r7rG2_9Eicvl1fkY-gtx_8eP</recordid><startdate>202207</startdate><enddate>202207</enddate><creator>Klosky, Jill V.</creator><creator>Gazmararian, Julie A.</creator><creator>Casimir, Olivia</creator><creator>Blake, Sarah C.</creator><general>Wiley Periodicals, Inc</general><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>24P</scope><scope>WIN</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TS</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-2205-5582</orcidid></search><sort><creationdate>202207</creationdate><title>Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators</title><author>Klosky, Jill V. ; Gazmararian, Julie A. ; Casimir, Olivia ; Blake, Sarah C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4705-493d1176ad233430822d211a87265ff6c6a8eba89eedbb85b2cd904a7e6f6753</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Academic Achievement</topic><topic>Access to Computers</topic><topic>Achievement Gap</topic><topic>Administrators</topic><topic>Barriers</topic><topic>Behavior</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Childrens health</topic><topic>COVID-19</topic><topic>COVID-19 - epidemiology</topic><topic>Digital literacy</topic><topic>Distance Education</topic><topic>educational gaps</topic><topic>Educational Trends</topic><topic>elementary education</topic><topic>Elementary School Students</topic><topic>Employed Parents</topic><topic>Focus Groups</topic><topic>Georgia - epidemiology</topic><topic>Humans</topic><topic>Internet access</topic><topic>Kindergarten</topic><topic>Learning</topic><topic>Online instruction</topic><topic>Online Surveys</topic><topic>Outcomes of Education</topic><topic>Pandemics</topic><topic>Parents</topic><topic>Parents & parenting</topic><topic>Primary Education</topic><topic>Public schools</topic><topic>remote learning</topic><topic>Schools</topic><topic>Shelter in place</topic><topic>Technological Literacy</topic><topic>Technology</topic><topic>Urban schools</topic><topic>virtual learning</topic><topic>Vulnerability</topic><topic>Working parents</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Klosky, Jill V.</creatorcontrib><creatorcontrib>Gazmararian, Julie A.</creatorcontrib><creatorcontrib>Casimir, Olivia</creatorcontrib><creatorcontrib>Blake, Sarah C.</creatorcontrib><collection>Wiley Online Library (Open Access Collection)</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Physical Education Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>The Journal of school health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Klosky, Jill V.</au><au>Gazmararian, Julie A.</au><au>Casimir, Olivia</au><au>Blake, Sarah C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1338465</ericid><atitle>Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators</atitle><jtitle>The Journal of school health</jtitle><addtitle>J Sch Health</addtitle><date>2022-07</date><risdate>2022</risdate><volume>92</volume><issue>7</issue><spage>656</spage><epage>664</epage><pages>656-664</pages><issn>0022-4391</issn><eissn>1746-1561</eissn><abstract>ABSTRACT
BACKGROUND
In Spring 2020, Georgia public schools implemented remote learning to manage the spread of COVID‐19. This study explores the effects of remote schooling on the learning of young children in Georgia during the early COVID‐19 pandemic from the perspectives of school administrators and essential working parents.
METHODS
A qualitative exploratory study was conducted with eight school administrators and 26 essential working parents of children in kindergarten through third grades of two rural and two urban schools in Georgia. Data collection included online surveys, virtual interviews and focus groups. Descriptive analyses of the demographics provided context to emerging themes from qualitative data.
RESULTS
Most school administrators and parents reported declines in student learning and academic behavior related to remote learning. Lack of Wi‐Fi, technology, and digital literacy were often cited as barriers to learning. Challenges with remote learning were amplified for students and parents of vulnerable groups.
CONCLUSIONS
The findings of this study illustrate the need to institute policies, procedures, and supports to maximize schools' ability to safely offer in‐person learning during the COVID‐19 pandemic. Considerations should be made of the needs of essential working parents, vulnerable populations, and the digital divide.</abstract><cop>Malden, USA</cop><pub>Wiley Periodicals, Inc</pub><pmid>35411613</pmid><doi>10.1111/josh.13185</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0003-2205-5582</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Achievement Access to Computers Achievement Gap Administrators Barriers Behavior Child Child, Preschool Children Childrens health COVID-19 COVID-19 - epidemiology Digital literacy Distance Education educational gaps Educational Trends elementary education Elementary School Students Employed Parents Focus Groups Georgia - epidemiology Humans Internet access Kindergarten Learning Online instruction Online Surveys Outcomes of Education Pandemics Parents Parents & parenting Primary Education Public schools remote learning Schools Shelter in place Technological Literacy Technology Urban schools virtual learning Vulnerability Working parents Young Children |
| title | Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators |
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