Distance Education and Parental Role, in Italy. Evidence-Based Reflections from an International Survey, after the First Lockdown

2021 ◽  
Vol 19 (2) ◽  
pp. 179-200
Author(s):  
Sara Mori ◽  
Silvia Panzavolta ◽  
Alessia Rosa
Keyword(s):  
Family Relations ◽  
Parental Engagement ◽  
International Survey ◽  
Data Set ◽  
Ecological Vision ◽  
Children’S Learning ◽  
Use Of Technology ◽  
Parents And Children ◽  
The University ◽  
Children's Learning

This paper presents the analysis of the data from the International Covid-19 Impact on Parental Engagement Study (ICIPES) 2020, an international survey investigating the ways in which parents and caregivers were able to build capacity to engage with children’s learning during the period of social distancing arising from the global Covid-19 pandemic. The survey was coordinated by the University of Bath and involved 23 partner countries, among which the “IUL- Italian University Line” representing Italy. The domains investigated were parental engagement; school support for parents and children; home-schooling and family life balance, and confidence in the use of technology. The pandemic has shown several obstacles that families had to face daily in their attempt to educate their children, especially in a period where no previous models could be taken as a reference point. Therefore, it represents a unique historical opportunity for researchers and policymakers to understand all the lessons learnt from this global emergency and work closely with families, to support them inengaging with children’s learning. The Authors of this contributions, as well as the other partners worldwide, believe that school-family relations are far from being collaborative and supportive, especially in certain age levels, and that much needs to be done to co-design learning opportunities bearing in mind a more ecological vision, with formal, informal and non-formal learning occasions be intertwined and interconnected. In sight of the abovementioned framework, the analysis shown in this paper focuses on the Italian data set.

scholarly journals Parents’ Acceptance of Educational Technology: Lessons From Around the World

2021 ◽  
Vol 12 ◽  
Author(s):  
Eliana Maria Osorio-Saez ◽  
Nurullah Eryilmaz ◽  
Andres Sandoval-Hernandez
Keyword(s):  
Social Cognitive ◽  
Cognitive Learning ◽  
Parental Engagement ◽  
School Closures ◽  
Disadvantaged Children ◽  
Children’S Learning ◽  
Use Of Technology ◽  
Technological Tools ◽  
Social Cognitive Learning Theory ◽  
Children's Learning

One of the long-term lessons from the school closures due to the global pandemic COVID 19, is that technology and parental engagement are the best levers to access education so as to bridge the achievement gap between socially disadvantaged children and their peers. However, using technology is not as simple as bringing equipment into the school and home and initiating its usage; these are just the first steps into a more complex and ambitious achievement of using technology as a catalyst for a shift toward new learning models in remote and hybrid settings. A theoretical framework based on the theory of acceptance and use of technology and social cognitive learning theory was used to analyse data from a survey completed by 4,600 parents from 19 countries during the national lockdowns in 2020. Regression models and thematic analysis of open-ended responses were employed to identify factors that contribute to parental acceptance and use of technology in support of their children’s learning. Our results show that parents are more engaged in children’s learning when well-structured technological tools are provided or suggested by schools, and when parents are socially influenced by the opinions of other parents, teachers, children, the general public, relatives, etc. Conversely, they are less engaged when they perceive the technological tools to be challenging and beyond their knowledge or skills. The study’s findings have practical implications for governments and school leaders, who need to be aware of the factors likely to determine the use of technology at home and take action to meet parents’ needs when using technology to support learning.

Who wants what?: Examining schooling modality survey data by race, income, and education level

2021 ◽  
Author(s):  
Margaret Thornton
Keyword(s):  
Survey Data ◽  
Southern California ◽  
Education Level ◽  
University Of Southern California ◽  
Educational Levels ◽  
Children’S Learning ◽  
Parental Preferences ◽  
Using Data ◽  
The University ◽  
Children's Learning

Using data from the Understanding America Study conducted by researchers at the University of Southern California, I examined parental preferences in a variety of circumstances in order to better understand parental choices and preferences during a pandemic. The results of this study demonstrate that groups of parents from different backgrounds have very different preferences for their children’s learning modality during the COVID-19 pandemic. The differences in racial backgrounds and educational levels were particularly notable because much of the discourse surrounding schooling in a pandemic has tended to focus on in-person instruction, a minority desire for most groups of parents surveyed.

scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

Resources for Rethinking Parental Engagement in Children's Learning

2010 ◽  
Vol 5 (1) ◽  
pp. 143-151
Author(s):  
Kadriye Tezcan-Akmehmet ◽  
Aletheia Wittman
Keyword(s):  
Parental Engagement ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

scholarly journals Relations between parent-child interaction and children’s engagement and learning at a museum exhibit about circuits

2020 ◽  
Author(s):  
David Sobel ◽  
Susan Letourneau ◽  
Cristine Legare ◽  
Maureen Callanan
Keyword(s):  
Electric Circuit ◽  
Museum Exhibit ◽  
Children’S Learning ◽  
Child Interaction ◽  
Parents And Children ◽  
Children's Museum ◽  
Significant Disagreement ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Children's Learning

Play is critical for children’s learning, but there is significant disagreement over whether and how parents should guide children’s play. In an observational study of parent-child interaction and children’s learning, parents and 4- to 7-year-old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children’s museum. We examined how parents and children set and accomplished goals while playing with the exhibit. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent-child interaction in museum settings.

scholarly journals Dampak perceraian orang tua terhadap perkembangan psikososial dan prestasi belajar

2019 ◽  
Vol 6 (2) ◽  
pp. 155-163
Author(s):  
Harry Ferdinand Mone
Keyword(s):  
Psychosocial Development ◽  
Negative Impact ◽  
Negative Influence ◽  
Learning Achievement ◽  
Achievement Emotions ◽  
Children’S Learning ◽  
Parents And Children ◽  
Qualitative Descriptive ◽  
The Impact ◽  
Children's Learning

Tujuan yang dicapai pada penelitan ini mendeskripsikan: 1.) Dampak perceraian orang tua terhadap perkembangan psikososial anak; 2.) Dampak perceraian orang tua terhadap prestasi belajar anak; 3.) Langkah-langkah pemulihan perkembangan psikososial anak akibat perceraian orang tua; dan 4) langkah-langkah pemulihan prestasi belajar anak akibat perceraian orang tua. Penelitian ini berlokasi di kecamatan Oebobo, kota Kupang. Penelitian ini menggunakan pendekatan fenomenologi dengan menggunakan metode kualitatif deskriptif. Subjek dalam penelitian ini adalah pasangan yang bercerai dengan orang, keluarga, tetangga, anak, dan guru wali kelas, yang berjumlah 35 orang. Hasil penelitian yang diperoleh: 1.) Perceraian (cerai hidup) membawa dampak yang negatif terhadap perkembangan psikososial dan prestasi belajar anak; 2.) Emosi atau perasaan anak sangat mempengaruhi aktivitas belajar di sekolah maupun di rumah, baik perasaan sedih, gembira, aman, marah, cemas, takut dan lain sebagainya; 3.) Adanya komunikasi antara orang tua dan anak setelah bercerai memperkecil pengaruh negatif dari perceraian. Kasih sayang dari keluarga kedua belah pihak dan bantuan guru dalam mengasuh anak korban perceraian di rumah dan sekolah, membuat anak kuat dan tegar menghadapi masalah keluarganya; dan 4.) Langkah pemulihan prestasi belajar yakni bersifat mendidik, misalnya memberikan pujian, hadiah, dan lain sebagainya yang mengandung nilai edukatif. AbstractThe objectives achieved on this research describe: 1.) The impact of divorce of parents to the psychosocial development of children; 2.) The impact of divorce of parents on children's learning achievement; 3.) The measures of recovery of child psychosocial development due to divorce Parents; and 4.) The steps of recovering children's learning achievement due to parents ' divorce. Research data and located in Oebobo sub-district Kupang. This study uses phenomenological approaches using qualitative descriptive methods. The subject in this study was a couple who divorced people, a family, a neighbor, the child, and a homeroom teacher, whom It amounted to 35 people. Results of research obtained; Divorce (divorced) carries a negative impact on psychosocial development and child learning achievement. Emotions or feelings of children significantly affect the learning activities at school or home, whether feeling sad, joyful, safe, angry, anxious, afraid, and so on. The communication between parents and children after divorce minimized the negative influence of divorce. The affection of the family both sides and the help of teachers in caring for the child's divorce victims at home and school, making the child active and rigid facing his family problem. The steps of learning achievement are educational, such as giving praise, gifts, and others that contain an educative value.

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