The Effects of COVID-19 on Young Children’s and Their Parents’ Activities at Home

Abstract

The eight studies in this special section focus on different aspects of young children’s home learning environments during the early part of the COVID-19 pandemic. Children and their families came from four different countries- – mainland China, Hong Kong, Israel, Spain, and the U.S. Of interest in all but one of the studies, was the nature of young children’s home learning environment, parents’ engagement with their children’s learning, and factors that improved what occurred at home. Parents’ stress levels and limited access to technology were negative predictors of children’s engagement in home learning activities. Parents’ education and income and teacher support were positive predictors as was children’s ease of use of technology. Parents also reported that they did not receive sufficient training to engage in virtual instruction and did not have sufficient time to do so. Other concerns were raised about whether virtual learning was appropriate for young children given their limited attention spans and the need for a better means of fostering social/emotional development. The special section concludes with an article demonstrating a successful means of virtual instruction the summer before children began formal schooling.