Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic
Journal of Early Intervention
; 2023.
Article
in English
| Web of Science | ID: covidwho-2195043
ABSTRACT
This study examined the remote learning activities children born very preterm (VPT;gestational age <= 30 weeks) received, compared with children born full term (FT;gestational age >= 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework;and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.
Full text:
Available
Collection:
Databases of international organizations
Database:
Web of Science
Type of study:
Qualitative research
Language:
English
Journal:
Journal of Early Intervention
Year:
2023
Document Type:
Article
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