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

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Journal of Jewish Education Pub Date : 2021-10-02 DOI:10.1080/15244113.2021.1977098
R. Novick, S. Brooks, Jenny R Isaacs
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引用次数: 3

摘要

摘要新冠肺炎强制关闭犹太幼儿园(2020年春季)给学校、学龄前儿童及其家庭带来了前所未有的挑战。在学龄前,儿童容易受到创伤,可能影响以后的适应。探讨了学校提供、学龄前儿童的学校参与度和心理社会结果之间的关系。教师的即时行为与学龄前儿童参与在线学习有关,但与心理社会结果无关。学生参与网络教育的意愿和实际参与程度与心理社会适应之间存在相关性。这项研究强调了教师和学校在危机时期保持学生联系和参与学校活动方面可能发挥的作用。
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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.
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
期刊最新文献
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