Parental Facilitation of Young Children's Technology-based Learning Experiences from Nondominant Groups During the COVID-19 Pandemic
Parental Facilitation of Young Children's Technology-based Learning Experiences from Nondominant Groups During the COVID-19 Pandemic
复制标题
COVID-19 大流行期间，家长协助非主流群体幼儿获得基于技术的学习体验
DOI：
10.1145/3476048
复制
发表时间：
2021
影响因子：
--
通讯作者：
Ricarose Roque
中科院分区：
文献类型：
--
作者：
Junnan Yu;Julisa Granados;Ronni Hayden;Ricarose Roque
2019冠状病毒病大流行极大地改变了家庭、工作和教育的家庭生活，特别是来自非主流群体的家庭。随着学校和其他教育项目转移到网上，父母成为孩子学习的主要促进者。在这项工作中，我们进行了半结构化的采访，22名家长从非优势群体。访谈中的见解突出了疫情期间幼儿基于技术的学习经历，家长如何促进这些学习经历，以及家长和儿童在这些学习经历中遇到的挑战。我们总结了四种父母促进儿童学习的模式（即，（a）在远程教育中，教育的目标是实现教育的公平性（设计学习、寻找资源、管理和教学），并强调远程教育中的公平问题，如获得学习资源和优质教育的机会不平等。最后，我们进一步思考潜在的解决方案，以解决父母所报告的挑战，并分享设计技术，更好地满足儿童和父母在危机中的需求的影响。
The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implications for designing technologies that better address children's and parents' needs during a crisis.