Due to the current crisis of coronavirus outbreak, rapid revolution has been taken into consideration from classrooms teaching methods to remote delivery of education and online classes (Adnan, 2020). This reflection particularly focuses on the learning of early childhood students, such as prekindergarten or kindergarten. It is very critical for young children to have hands-on experience for their daily learning and quality-of-life improvement. During this lockdown, I have observed in my Australian community that the childhood educators face several challenges while addressing this remote learning platform for their students. The challenge is not for the virtual teaching among students, but it is about how to develop the empowerment among caretakers of those students, and how to improve their skills and confidence to implement practical learning by residing at home (Iivari et al., 2020).
Educators are trained enough to provide education to the children for their development, but parents did not have any kind of training to facilitate their child’s learning. To empower the caregivers for remote learning, I feel that few ethically motivated ideas must be considered to implement in real world, such as-
It is important to promote this kind of family engagement and praise caregivers’ efforts to facilitate child learning and improve skills of young children. However, concept of remote learning is novel, but it can be proved as a great opportunity for educators of early childhood by which they can interact with the families in different ways that they can never do before (Mclean et al., 2017). Without intentional support and facilities, our younger ones will not be able to feel and explore new concepts for themselves. Therefore, we must shift our mindset from teaching our students to teaching both our students and their families. By maintaining confidence, knowledge, and skills among caregivers and facilitate learning by residing at home, we can ensure that young students will learn much better, even in absence of their classrooms (Zabatiero et al., 2018).
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Research,1(2), 45-51. doi:10.33902/jpsp.2020261309
Hall, C. M., & Bierman, K. L. (2015). Technology-assisted interventions for parents of young children: Emerging practices, current research, and future directions. Early Childhood Research Quarterly,33, 21-32. doi: 10.1016/j.ecresq.2015.05.003
Herodotou, C. (2017). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning,34(1), 1-9. doi:10.1111/jcal.12220
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management,55, 102183. doi: 10.1016/j.ijinfomgt.2020.102183
Mclean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported playgroups in schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education,48(2), 157-175. doi:10.1080/0305764x.2016.1268569
Zabatiero, J., Straker, L., Mantilla, A., Edwards, S., & Danby, S. (2018). Young Children and Digital Technology: Australian Early Childhood Education and Care Sector Adults’ Perspectives. Australasian Journal of Early Childhood,43(2), 14-22. doi:10.23965/ajec.43.2.02
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