{"title":"在Covid-19关闭期间,学龄前儿童犹太走读学校参与和调整的家长报告","authors":"R. Novick, S. Brooks, Jenny R Isaacs","doi":"10.1080/15244113.2021.1977098","DOIUrl":null,"url":null,"abstract":"ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"87 1","pages":"301 - 315"},"PeriodicalIF":0.2000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown\",\"authors\":\"R. Novick, S. Brooks, Jenny R Isaacs\",\"doi\":\"10.1080/15244113.2021.1977098\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.\",\"PeriodicalId\":42565,\"journal\":{\"name\":\"Journal of Jewish Education\",\"volume\":\"87 1\",\"pages\":\"301 - 315\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Jewish Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15244113.2021.1977098\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Jewish Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15244113.2021.1977098","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown
ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.