Dataset Information

Shifting to Remote Learning During COVID-19: Differences for Early Childhood and Early Childhood Special Education Teachers.

ABSTRACT: This study explored similarities and differences in how early childhood education (ECE) teachers (n = 947) and early childhood special education (ECSE) teachers (n = 160) provided remote learning to young children and their families following COVID-19 shelter in place orders in the spring of 2020. The most utilized remote learning activities for both ECE and ECSE teachers were the provision of activities for families to use at home, communication with families, online lessons, and singing songs and reading books. Both types of professionals spent more time planning and communicating with families than providing instruction to children. Results of chi-square tests of independence revealed differences in activities provided, how time was spent, and training received by professional role. Open-ended responses revealed particular challenges for ECE and ECSE teachers. Findings are discussed in the context of how the early childhood field adapted quickly to remote learning during COVID-19 and the implications for ongoing technology support for early childhood personnel based on their professional role.

Supplementary information

The online version contains supplementary material available at 10.1007/s10643-021-01218-w.

SUBMITTER: Steed EA

PROVIDER: S-EPMC8193019 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Given the transformations in teaching modalities as a result of the COVID-19 pandemic, this study aimed to evaluate the factors associated with vocal self-perception during the pandemic and to investigate the ability of selected variables to predict changes in vocal self-perception in teachers with professional vocal demands during the investigated period. Cross-sectional survey. A total of 1,126 teachers of both genders (ages 19-78 years, average 43.23 years) who were participating in remote teaching activities using their voice answered the online questionnaire. To characterize vocal changes (improvement, worsening or no change), the teachers' self-assessment of their voice quality was considered; the association between the variables reported in the questionnaire and vocal changes was analyzed, as was the capacity of these variables for predicting voice changes. Most of the teachers worked at a public school, reported having no previous voice changes or difficulties with their voice during online classes and indicated that they began to use their voice less often and with reduced intensity during the pandemic. Vocal demands were divided between teaching synchronous online classes, recording video lessons and participating in online meetings. Several variables were associated with voice improvement and worsening, and some had the capacity to predict voice changes: improvement in voice quality was associated with working in a public school or as an autonomous teacher, reduced voice use and, to a lesser extent, participating in online meetings, certain vocal habits and a reduction in vocal symptoms; worsening voice quality was associated with working in a private school, increased voice use, using the voice at a higher intensity, difficulty with the voice in online classes, vocal habits and vocal symptoms. The context of remote education has changed the way teachers communicate during classes, and monitoring is necessary to ensure that necessary adaptations are made to preserve the voice and ensure effective communication.

Dataset Information

Shifting to Remote Learning During COVID-19: Differences for Early Childhood and Early Childhood Special Education Teachers.

Supplementary information

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