Parents' views on young children's distance learning and screen time during COVID-19 class suspension in Hong Kong

Parents' views on young children's distance learning and screen time during COVID-19 class suspension in Hong Kong

• Lau, Eva Yi Hung The Education University of Hong Kong
• Lee, Kerry The Education University of Hong Kong

Early Education & Development, 32(6), 863-880, 2021

Routledge

2021

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

This study explored parents' views on kindergarten and primary school students' distance learning experience and support needed as well as the amount of time children spend on screen media at home during COVID-19 class suspension. Between February 19 and 22, 2020, three weeks after classes were suspended in Hong Kong, responses from 6,702 parents (93% mothers) of kindergarten students and primary school students were collected via an online survey. Research Findings: Three major findings emerged: (a) Most children encountered difficulties in completing distance learning tasks at home, with major difficulties being children's lack of learning interests and home environment related limitations. Most children were not able to complete the learning tasks independently; (b) More parents without online learning were dissatisfied with distance learning during class suspension than those with online learning. Parents wanted more interactive online learning to facilitate children's learning during class suspension and desired better learning support from schools, flexible work arrangements, and government subsidies; (c) There was a high usage of electronic devices without parental mediation during class suspension. Practice or Policy: Together, the findings have important policy and pedagogical implications for delivering a distance learning curriculum and working with families during class suspension. The findings also suggest the need for schools to work on a balance of types of learning during class suspension by introducing diversified on- and off-line activities as well as supporting parents in navigating children's screen time. Copyright © 2021 Routledge.

• English

Journal Articles

• 10409289

• 10.1080/10409289.2020.1843925

https://bibliography.lib.eduhk.hk/en/bibs/1a8da813

2022-04-20