Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.

Setting Limits on Screen Time for Children (6-to-12 Years): The Integral Role of Parents and Educators.

This paper investigates the effects of screen time on child development and cognition and the setting of ‘safe’ screen time limits for young children, specifically children aged 6-to-12 years. Guidelines on screen time vary across constituencies, and the debate around screen time is contentious with many questions yet to be answered. A review of literature was undertaken to compare current screen time recommendations against the evidence from Neuroscience, Psychiatry, Psychology and Pediatrics that quantify screen time effects on the children's brain development. Based on this comparison, conclusions are made that can guide education policies around ‘remote learning’ and ‘home schooling’ to align them with the available research on the effects of screen time on children and inform a re-evaluation of the role of parents and educators in the setting of ‘safe’ limits on screen time.

Pembelajaran Jarak Jauh Masa COVID-19: Strategi Guru Meningkatkan Kreativitas Anak Usia Dini

oronavirus Disease (COVID-19) causes learning to be done remotely from home. Distance Learning is a new thing in the world of education, especially Early Childhood Education (ECE). Children's creativity in early childhood learning is important to be maximized to reduce delays in achieving child development. This paper aims to see how the teacher's strategy in increasing children's creativity in distance learning. This research uses a qualitative research type. The data sources of this study were (1) Primary data sources, namely the principal, class teacher, and 5 students' parents. (2) Secondary data sources, namely supporting data that presents general data such as online articles, previous research, and books. Technique of data collection using observation, documentation, and interviews. Data analysis was carried out using the concept developed by Miles and Huberman, consisting of data reduction, data display, and concluding. The results showed that the strategy used by the teacher in the Implementation of Distance Learning at TK IT An-Nahl used several applications, namely: Google Meet, playing youtube videos and working on worksheets. Children's creativity at TK ITAn-Nahl can be done by creating works of art, imagination, exploration, experimentation, projects, and language. Factors that influence children's creativity in TK IT An-Nahl, namely: mental stimulation, mood, the role of parents, the role of teachers, and finances. The findings of this study contribute to an understanding of how the strategies used by teachers are to increase early childhood creativity during the COVID-19 pandemic.

Pengaruh Pembelajaran Jarak Jauh dan Peran Orang Tua terhadap Prestasi Belajar PAI

Distance Learning is the best solution that the world of education can do today to avoid spreading the COVID-19 virus and its variants. By implementing distance learning, it is hoped that students will listen to material explanations from the teacher and actively participate in learning activities in the form of finding sources of information from other media. This study aims to determine the effect of distance learning and the role of parents on PAI learning achievement for class VIII SMP Negeri Mojogedang Karanganyar Regency for academic year 2020/2021. The hypothesis proposed is that distance learning and the role of parents have a significant effect on PAI learning achievement for class VIII SMP Negeri Mojogedang Karanganyar Regency for academic year 2020/2021. This type of research is quantitative descriptive with data collection methods through questionnaires, observations, interviews, and documentation. The research subjects were eighth-grade students of SMP Negeri 2 Mojogedang with a population of 260, and a sample of 116 students was taken. The results of the study show that: distance learning has a positive and significant effect on PAI learning achievement for class VIII students of SMP Negeri 2 Mojogedang Karanganyar for academic year 2020/2021; the role of parents has a positive and significant impact on PAI learning achievement for grade VIII students of SMP Negeri 2 Mojogedang, Karanganyar Regency for academic year 2020/2021; distance learning and the role of parents have a positive and significant effect on PAI learning achievement for class VIII students of SMP Negeri 2 Mojogedang, Karanganyar Regency for academic year 2020/2021.

Kreativitas Anak Usia 5-6 Tahun Melalui Pendidikan Keluarga : Studi Peran Orangtua di PAUD Permata Bangsa Mataram

This study aims to describe the role of parents in increasing the development of early childhood creativity through family education at PAUD Permata Bangsa Mataram. The method used in this study is a mixed method. The population of this study was all parents of PAUD Permata Bangsa class TK B Jempong Mataram parents and the sample of this study amounted to 13 people using a population study. The research instrument used in this study was a questionnaire, observation and documentation. While the data analysis technique uses statistical analysis. The results of this study indicate that the level of the role of parents in developing the creativity of children aged 5-6 years through family education tends to be in the high category, as many as 88 with a percentage of 73%, supported by the results of observations of increased creativity of students who are in the high category, namely as much as 94 with a percentage of 80%. So based on the data of this study it can be concluded that the creativity of early childhood is very dependent on how the role of parents in providing family education to their children.

PERAN KOMUNIKASI ORANG TUA DALAM MENINGKATKAN MINAT BELAJAR ANAK DI MASA PANDEMI COVID 19

Islam views that the first education carried out is family education. The educational situation is realized thanks to the association and the relationship of mutual influence between parents and children. Allah swt gives a lot of descriptions of how parents should educate their children in the Qur'an, which in general education must be based on love for children. During the COVID-19 pandemic, the role of parents in children's education is even greater at home. Because learning that is carried out online, either through zoom meetings, classroom, google meet, whatsapp and other applications, limits the monitoring or supervision of teachers on children's learning activities, this task is now the responsibility of parents. Many cases occur in online learning, especially the problem of children's interest in learning which generally shows poor results. This can be seen from the lack of attention of children in the tasks given by the teacher, slow in collecting until they do not do the task, children are lazy in following the learning process and so on. Regarding this problem, the author sees that the role of parents is very important in increasing children's interest in learning, namely by implementing effective communication both verbally and non-verbally, by always providing advice, motivation, encouragement and education about the importance of learning even though it is only done online. Through this, it is hoped that there will be an increase in children's interest in learning so that children's learning achieves better and maximum results.

Children’s inequality aversion in intergroup contexts: The role of parents’ social dominance orientation, right-wing authoritarianism and moral foundations

Although children are overall sensitive to inequality and prefer fair allocation of resources, they also often display ingroup favouritism. Inquiring about the factors that can shape the tension between these two driving forces in children, we focused on the role of parents. Extending the limited literature in this field, the present work examined whether individual differences in 3-to 11-year-old White children’s (N = 154, 78 boys) evaluations of fair versus pro-ingroup behaviours in an intergroup context vary as a function of both mothers’ and fathers’ social dominance orientation (SDO), right-wing authoritarianism (RWA), and moral foundations. Parents completed a questionnaire. Children were presented with a scenario in which two ingroup members distributed candies to two other children, one White and one Black, either in an egalitarian way or displaying a clear ingroup favouritism. Afterwards, their attitudes towards the two ingroup members who had distributed the candies were assessed through both an Implicit Association Test and explicit questions. Although children displayed on average an explicit preference for the fair over the pro-ingroup target, this preference did not emerge at the implicit level. Most importantly, both children’s explicit and implicit attitudes were related to mothers’ SDO, indicating that at increasing level of mothers’ SDO children’s inequality aversion tended to drop. Overall, these results emphasize the relevance of mothers’ support for social hierarchy in relation to the way in which children balance the two competing drives of equality endorsement and pro-ingroup bias.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

Hubungan Peran Orang Tua dalam Pendampingan dan Motivasi Belajar dengan Hasil Belajar Anak di Era New Normal Pandemi Covid-19

The problem in this research is the low learning outcomes of low grade students at SD Negeri 1 Rama Murti. This study aims to determine the significant relationship between the role of parents in mentoring and learning outcomes, the role of parents in learning motivation and learning outcomes, the role of parents in mentoring and learning motivation, and the role of parents in mentoring and learning motivation together with learning outcomes of low grade. This type of research is ex-postfacto correlation. The data collection techniquesused werw questionnaires and documentation study. The instrument for data collection is a questionnarie with a linkert scale, wich was previously tested for validity and reliability. Data analysis using product moment correlation multiple correlation. The result showed that there was a significant relationship between the role of parents in mentoring and learning motivation together with learning outcomes with a correlation coefficient value of 0,687 being at a level of “Strong”.