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Parents’ New Role and Needs During the COVID-19 Educational Emergency

This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable socia...

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Autores principales: Rousoulioti, Thomais, Tsagari, Dina, Giannikas, Christina Nicole
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9156614/
https://www.ncbi.nlm.nih.gov/pubmed/35669247
http://dx.doi.org/10.1007/s10780-022-09464-6
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author Rousoulioti, Thomais
Tsagari, Dina
Giannikas, Christina Nicole
author_facet Rousoulioti, Thomais
Tsagari, Dina
Giannikas, Christina Nicole
author_sort Rousoulioti, Thomais
collection PubMed
description This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of ‘parents–teachers’, the need for technological tools and the required digital literacy, as well as the impact of homeschooling on the wellbeing of the family unit. Data were collected using semi-structured individual interviews. The data analysis shows that parents of both social groups took on the role of the teacher to accommodate the learning challenges of first graders. Mothers from vulnerable groups, in particular, encountered various challenges when attempting to support their children mainly in language lessons. Regarding the use of new technologies, the pandemic found parents of both groups unprepared and unfamiliar with the process of distance education. Stress and worry were the dominant emotions from the very start of homeschooling during the early stages of the pandemic while towards the end of the first lockdown, exhaustion overwhelmed parents and pupils. The article concludes with emphasizing the importance of active parental involvement and coaching that enables parents to contribute substantially to their children’s education in emergency situations.
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spelling pubmed-91566142022-06-02 Parents’ New Role and Needs During the COVID-19 Educational Emergency Rousoulioti, Thomais Tsagari, Dina Giannikas, Christina Nicole Interchange (Tor : 1984) Article This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of ‘parents–teachers’, the need for technological tools and the required digital literacy, as well as the impact of homeschooling on the wellbeing of the family unit. Data were collected using semi-structured individual interviews. The data analysis shows that parents of both social groups took on the role of the teacher to accommodate the learning challenges of first graders. Mothers from vulnerable groups, in particular, encountered various challenges when attempting to support their children mainly in language lessons. Regarding the use of new technologies, the pandemic found parents of both groups unprepared and unfamiliar with the process of distance education. Stress and worry were the dominant emotions from the very start of homeschooling during the early stages of the pandemic while towards the end of the first lockdown, exhaustion overwhelmed parents and pupils. The article concludes with emphasizing the importance of active parental involvement and coaching that enables parents to contribute substantially to their children’s education in emergency situations. Springer Netherlands 2022-06-01 2022 /pmc/articles/PMC9156614/ /pubmed/35669247 http://dx.doi.org/10.1007/s10780-022-09464-6 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Rousoulioti, Thomais
Tsagari, Dina
Giannikas, Christina Nicole
Parents’ New Role and Needs During the COVID-19 Educational Emergency
title Parents’ New Role and Needs During the COVID-19 Educational Emergency
title_full Parents’ New Role and Needs During the COVID-19 Educational Emergency
title_fullStr Parents’ New Role and Needs During the COVID-19 Educational Emergency
title_full_unstemmed Parents’ New Role and Needs During the COVID-19 Educational Emergency
title_short Parents’ New Role and Needs During the COVID-19 Educational Emergency
title_sort parents’ new role and needs during the covid-19 educational emergency
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9156614/
https://www.ncbi.nlm.nih.gov/pubmed/35669247
http://dx.doi.org/10.1007/s10780-022-09464-6
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