Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic: A Mixed-Methods Multiple Case Study of Four Children

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.

Being a parent, emotional stability, and adjustment disorder symptoms in the face of COVID-19

Objective: The current study examines the correlation between emotional stability and symptoms related to adjustment to the stresses related to the pandemic for parents and nonparents at the initial stage of the COVID-19 outbreak in Israel. Background: At the early stage of the COVID-19 outbreak, governments prohibited public gatherings and demanded social distancing. These challenges may be especially difficult for individuals with low levels of emotional stability as adaptation difficulties may lead to stress-related outcomes, such as adjustment disorder symptoms. Additionally, in the face of a significant external threat and the demand for intensive joint familial time at home, the parental role becomes especially salient. Methods: Two hundred forty-four Israeli adults filled in self-reported e-version questionnaires regarding emotional stability, adjustment disorder symptoms, and background variables. A cross-sectional design was used to examine the association between emotional stability and adjustment disorder symptoms, as well as the potential moderation by parenting status. Results: The findings revealed that the levels of emotional stability were negatively correlated with adjustment disorder symptoms, while being a parent mitigated this correlation. This correlation was nonsignificant among parents. Conclusion and Implications: It appears that the identity salience of parental role in the current stressful situation and its associated strain may have overcome the advantage of emotional stability. The identity of being a parent has the potential to dismiss it. Here, the social role emerges as more forcible than the personality trait. Recommendations for practice are discussed. 202305303 (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluation of the behavior changes in mothers caused by COVID-19 positivity

Objective: In this study, it was aimed to examine the changes in the role and parental behaviors of Covid-19 positive mothers. Material and Method: The questionnaire form and Semantic Differential Scale-Myself As Mother (SDS) and Mothers Parental BehaviorScale -Parental Form (MPBS) were used to collect the data. The research was carried out in Gaziantep, in September, 2020. A web-based survey has been designed. SPSS 24.0 statistical package program was used in the analysis of the data obtained in the study. Results: of the participants are 66.7% between the ages of 18-32, 66.7% of them have high school or higher education level, 97.4% have 1 or 2 children and 53.8% are housewives. It was determined that 84.8% of the participants did not have a chronic disease, and 86.4% did not have an elderly individual at home. It was found that 82.9% of the participants spent the Covid-19 process at home, 36.4% were positive for Covid-19 in August, and 62.1% had more than one symptom. Also, of participants' 15.2% symptoms decreased in a week, 47.7% of the participants used hygiene rules foractions to protect from Covid-19.93.2% of the participants' social relations were affected negatively by the Covid-19 process. 80.3% of the participants' family relations were affected negatively by the Covid-19 process. Semantic Differential Scale-Myself as Mother meanscore total score of theparticipantswas 38.63..8.10. Semantic Differential Scale-Myself as Mother meanscore of mothers aged between 18-32 was less thanothe rmothers, and there is statistical significance between the two mother groups (18-32 age and 33 andaboveage). MPBS total score of the participants was 49.03..6.30. Value was found a mong the partici-pants' demographic data in terms of MPBS score. However, the mean Mothers Parental Behaviours Scale - Pa-rental Form total score was found to be low in both groups. Conclusion: As a result of this research, it is determined Covid-19 Positive Mothers of Maternity and Parental Behaviors have owers cores. AD -..elik, M. Y.: Kilis 7Aralik ..niversitesi, Yusuf Serefoglu Saglik Bilimleri Fak..ltesi, Hemsirelik B..l..m.., Kilis, Turkey, Elmaoglu, E.: Kilis 7Aralik ..niversitesi, Yusuf Serefoglu Saglik Bilimleri Fak..ltesi, Hemsirelik B..l..m.., Kilis, Turkey. erhanelmaoglu@hotmail.com

Korean immigrant parents' ways and reasons to support their elementary-aged children's mathematical meaning-making at home during the COVID-19 pandemic

U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Development and initial validation of the Parent and Family Engagement in Higher Education Measure

Throughout the history of higher education in the United States, parents and family members of college students have often found themselves as obsolete to the postsecondary experience. Minimal research has been dedicated to understanding the experience of parents and family members of college students until the millennial generation began their collegiate years (Harper et al., 2012;Wartman & Savage, 2008). In consideration of a new generation of college students (i.e., Gen Z) and the ongoing impact of the COVID-19 global pandemic, it is crucial to illuminate the complexities of parent and family engagement in higher education and the needs of parents and families. Most recently, Kiyama and Harper (2018) proposed a Model of Parent Characteristics, Engagement, and Support based on their research. Harper et al. (2020) continued to investigate this model through qualitative methodologies and identified several constructs to better understand this complex phenomenon. Currently, no quantitative tools exist to measure Kiyama and Harper's (2018) model and accompanying construct. Thus, the goal of this study was to develop and initially validate the Parent and Family Engagement in Higher Education (PFEHE) measure as a quantitative research tool to complement Kiyama and Harper's (2018) model. This dissertation is the beginning of the ongoing and iterative process researchers need to develop and gather validity evidence for any measure (Bandalos, 2018;Kline, 2016). Strength of evidence supporting validity, reliability, and fairness were evaluated for the PFEHE measure. Evidence to support validity was based on test content, response processes, and internal structure and was mixed. Higher education and measurement experts and current family members of undergraduate college students assisted the development process resulting in a 54-item PFEHE measure. A wide recruitment effort garnered participation of more than 1,000 participants who completed the 54-item measure. After a thorough data screening process, 650 responses were viable to use for a variety of analyses. Approximately half of these responses were used in a series of exploratory factor analyses. These analyses further refined the PFEHE measure to 21 items representative of three constructs: family aspirational characteristics, family/student involvement and engagement, and family/university involvement and engagement. The other half of responses were used for a confirmatory factor analysis with the three factors and 21 items. Results of this analysis were less than favorable as no model fit indices met the minimum standards (DiStefano & Hess, 2005;Kline, 2016;McCoach et al., 2013). Strength of evidence based on reliability was gathered by calculating Cronbach's alpha separately for the two samples using the redefined 21-item measure. Reliability measures for each of the three scales across both samples ranged from .76 to .84, indicating moderately strong evidence. Finally, evidence to support fairness of the PFEHE measure was gathered initially from expert panel review. Additional evidence was gathered from cognitive interviews conducted with current parents and family members of undergraduate college students. Families were asked to recall the information needed to respond to each item and whether they would respond to each item honestly. Their responses guided the final wording for items and the inclusion of additional instructions for participants. Collectively, the strength of evidence supporting fairness was strong given the scope of this study. This study concludes with a discussion about the many opportunities the PFEHE measure could be used in future quantitative and qualitative research studies. The evidence reported in this study is promising for the PFEHE measure, and future research will aid in the evaluation of more evidence of validity, reliability, and fairness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

ONLINE ACTIVITIES, E-LEARNING AND PARENTAL ROLE IN PRIMARY SCHOOL STUDENTS DURING COVID-19

The pandemic caused by COVID-19 has affected almost every aspect of life including accelerated and unplanned digitalization, with particular emphasis on changes in school education provision and the introduction of distance learning. During December 2020, when educational activities were carried out in an online environment for most children, a follow-up survey was conducted using a survey questionnaire. The purpose of this paper is to present the research results on the Internet use habits, children’s Internet safety as well as children’s perception of the parental role among seventh and eighth grade elementary schoolchildren (N = 210), at average age of 13.5 years, to determine if there are changes in the abovementioned variables according to gender, and to compare these results with the first wave research conducted in 2017 (N = 286, average age 13.76). The research results indicate that students during the pandemic spent more time on the Internet than before the pandemic (87%). 59% of schoolchildren believed that their parents possessed poorer Internet skills than children themselves, and most students reported how their parents informed them on the potential risks of Internet use. The research found that the pandemic increased the perception of parental involvement through talking about using the Internet, parents’ informing the children about risks, and spending time together using the Internet. © 2022, University of Zagreb, Faculty of Mining, Geology and Petroleum Engineering. All rights reserved.

Mental health and parental factors among adolescents during the COVID pandemic in Malaysia

Purpose: The study aims to determine the prevalence of mental health problems among early adolescents and their associations with parental relationships.

Rural education mediated by traditional technology in times of pandemic 2020-2022

Rural education has faced challenges in recent years related to difficulties in the population's access to school and little or no connection to information networks, which were more evident in times of pandemic. This article is the result of doctoral research Parental role and education in times of pandemic. Experiences in a unitary school in rural Pennsylvania. Caldas-Colombia. It shows the research works establishing a relationship between rural education, technology, pandemic, constructivism, and parental role. Fifty studies from various sources were addressed between 2017 and 2021. The methodology was based on the documentary analysis described by Quintana and Montgomery, and state of the art was addressed by levels, where the study of international research was done, then Latin American, and finally the national and regional ones. In the analysis of the investigations, it was found that, in many countries, especially in rural areas, the population faces problems with an internet connection, difficulties in infrastructure and technological equipment, which has hindered the continuity of daily life, the coverage, and quality of education in times of covid-19.

Correlation between parenting style during the COVID-19 pandemic and personal social development of preschool children (3-6 years)

Background: The golden period (Golden Age) is the maturation of psychic and physical functions that respond to environmental stimuli and incorporate them into their personality. Child development is an important aspect that must be optimized in preschool, especially in the personal social aspect. Parenting patterns greatly determine the social activities of children in their development stage. This study aims to see the relationship between parenting patterns during the COVID-19 pandemic with the level of social development of preschool children (3-6 years). Subjects and Method: This research is an analytical observational study with a cross sectional design at Ummi Erni Kindergarten Pematang Johar on Friday, November 19, 2021.30 subjects were selected by the total sampling method. The dependent variable is the level of child development. The independent variable is parenting. Data were analyzed by chi-square test.

Screen use behavior before and after COVID-19 among primary and middle school students in Shanghai

Objective: The current situation and associated factors of primary and middle school students' screen time and related eye hygiene in different periods before and after COVID-19 were investigated, so as to provide a scientific basis for taking targeted measures of preventing and controlling myopia among those students. Methods A total of 11 402 students were selected from 24 primary schools, 18 junior high schools and 16 high schools by multi-stage stratified cluster sampling method. And a questionnaire survey was conducted among students and their parents to understand students' screen time and screen hygiene behaviors and related factors in different periods before and after the outbreak of COVID-19. Results The rate of screen overuse was 7.26%, 9.12% and 35.30% during school days, weekends and home study, respectively. The overuse rate of mobile phones and tablets at home increases with the increase of school stage. Totally 16.30% of students use mobile phones for online learning. The screen overuse rate of those who have not been diagnosed with myopia was lower than that of those who have been diagnosed during home study(OR=0.77, P < 0.05). The higher the parents' educational level was, the lower the screen overuse rate of children during the weekends became(P < 0.05). In any period, the high proportion of screens used in homework and poor home screen eye environment increased the risk of screen overuse and poor eye hygiene (P < 0.05). Parental good behavior was conducive to reducing the risk(OR=0.65-0.97, P < 0.05). When the family had regulation on the screen use time, the implementation of laxity would increase the risk of screen overuse (OR=1.18-2.48, P < 0.05). Conclusion The screen overuse rate of urban primary and middle school students during home study is high, and a certain proportion of students still use mobile phones for online learning. The proportion of screens used in homework, home screen eye environment and screen use management are related to screens overuse. More attention should be paid to those with myopia and low educational level of parents. Coronavirus;Fixation, ocular;Behavior;Regression analysis;Students.