Parental Perceptions of Their Preschool and Elementary School Children with Respect to Teacher-Family Relations and Teaching Methods During the First COVID-19 Lockdown
Clodie Tal 1 * , Sigal Tish 1, Pninat Tal 1
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1 Levinsky College of Education, Tel Aviv, ISRAEL
* Corresponding Author

Abstract

The goal of this study was to learn about parental perceptions of their preschool and elementary school children with respect to relations with the teachers and various aspects of distance learning used during the first COVID-19 lockdown in Israel. Research was carried out in the summer of 2020 among 602 parents, comprising a representative sample of parents of children in preschool, grades 1-2, and grades 3-6 of the Jewish population of Israel. Participants completed a questionnaire designed for this study that sought to measure attitudes towards aspects of distance learning (e.g., Zoom lessons) and how the teachers related to the children and parents. Findings indicate that the child’s age had an impact on how the parent perceives the activities of the children and the teachers with respect to several forms of distance learning imposed by the pandemic. At all ages, parental interpretation of the impact of the pandemic on teacher-family relations was found to contribute to the explained variance regarding parental evaluation of the children’s and teachers’ activities as well as the variance in attitudes about distance learning (both online and asynchronous). Also, parents of every age cohort reported that they were more involved in their children’s distance learning than in encouraging the children to reach out to their friends – the parents of third through sixth graders were even less involved than parents of the younger children.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/11518

PEDAGOGICAL RES, 2022 - Volume 7 Issue 1, Article No: em0114

Publication date: 09 Jan 2022

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