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Parental Support, Virtual Learning and Differentiated Needs of Young Learners: Addressing the Legacy of the COVID-19 School Lockdowns

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Abstract

This paper further explores the findings of a 2020 case study focused on the perspectives of parents of children aged 5–9 years old attending elementary schools in French language programs during the 2020 school closure and the potential legacy of the Coronavirus pandemic on education. In March 2020, the school learning of elementary school children in different school boards in Alberta moved to a novelty style of temporary ‘homeschooling’ format through virtual learning aided by parental support. Parents played an essential role during this learning process; ten parents shared their experiences in this study. Such experiences may be key to integrating more effective teaching and virtual learning practices and pinpointing potential shortcomings as students return to in-person learning. This paper focuses on three main aspects of coronavirus-induced ‘homeschooling’: The role of parental support, parents’ perspectives of how young children learn in virtual learning environments, and pedagogical practices from curriculum design to implementation of differentiated learning practices. The study is significant as it may contribute to further understanding of how young children learn in virtual settings, the effectiveness of current educational practices, and the problematic legacy of the coronavirus for the future of education.

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  1. Department of English, Languages, and Cultures, Mount Royal University, Calgary(AB), Canada

    Daniela Fontenelle-Tereshchuk

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Fontenelle-Tereshchuk, D. Parental Support, Virtual Learning and Differentiated Needs of Young Learners: Addressing the Legacy of the COVID-19 School Lockdowns. Interchange 54, 271–286 (2023). https://doi.org/10.1007/s10780-023-09501-y

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