Parental Facilitation of Young Children's Technology-based Learning Experiences from Nondominant Groups During the COVID-19 Pandemic

Junnan Yu, Julisa Granados, Ronni Hayden, Ricarose Roque

Research output: Journal article publicationJournal articleAcademic researchpeer-review

Abstract

The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implications for designing technologies that better address children's and parents' needs during a crisis.
Original languageEnglish
Article number307
Pages (from-to)1-27
Number of pages27
JournalProceedings of the ACM on Human-Computer Interaction
Volume5
Issue numberCSCW2
DOIs
Publication statusPublished - 18 Oct 2021
Externally publishedYes
EventACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW '21) - Virtual
Duration: 8 Nov 2022 → …
https://cscw.acm.org/2022/

Keywords

  • COVID-19
  • young children
  • parents
  • technology-based learning
  • facilitation
  • digital inequalities

ASJC Scopus subject areas

  • Human-Computer Interaction

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