While online learning has been widely adopted to substitute in-person schooling and sustain children's learning at home during the COVID-19 pandemic, some schools have implemented offline distance learning instead of depending on technology. This case study documented how offline home learning focusing on child-centredness and authentic learning experiences was implemented through home and school involvement in a typical preschool in Hong Kong. This study aimed at examining the phenomenon of this home learning practice and its effectiveness from the perspectives of school administrators (n = 3), teachers (n = 8), and parents (n = 18). Qualitative data collected from interviews and supplemental school documents revealed that the effective implementation of offline home learning primarily depended on (1) a child-centred approach with individualized learning support and (2) family-based support tailored for diverse families. The findings also suggested that a connection among peers was lacking as a result of social distancing and limits on physical interactions. Based on the findings, implications for further studies and parent education for strengthening competence in home learning are discussed. Copyright © 2022 Routledge.

The COVID-19 outbreak led to switch from face-to-face classes to virtual mode of teaching. This emerging phenomenon requires adopting new educational policies and strategies for synchronous learning at home. This study develops a conceptual model by investigating the holistic supports for kindergarten teachers, children and families. There are well-documented studies reporting on the relationships between families’ social backgrounds, home learning environment and experiences (e.g. Foster et al., 2005; Hartas, 2011). However, few studies have shown a connection to conceptualize holistic model through investigating contextual sources of support on home learning (Kluczniok et al., 2013). In coping with the challenges and limitations of home learning, Hong Kong government and kindergartens develop various measures, schemes and plans of action to facilitate teachers and families adopting different e-learning approaches and using educational resources. This study draws on the multiple data from policy documents, reports and empirical studies to analyze the impacts of policy implementation and educational programmes. The ethical issues are considered throughout the study. Five themes have been identified from the policy discourses and empirical evidence, including preparedness, adaption, affordance, responsive and transparency. Findings of this study show that a quick adjustment on information flow, social support and parenting practices that could influence the quality of home learning experience for children. This study offers an integrated view on identifying multiple sources of support that are conducive to children’s home learning. It gives insights into building a collective repertoire of educational practices for parents and teachers to adopt during the “New Normal” period. Copyright © 2021 EECERA.