This study aimed to uncover teachers' experiences and practices in addressing preschool adjustment following the lockdowns and home confinement. Twenty-seven preschool teachers participated in this qualitative descriptive study. Eighteen teachers were interviewed individually, and a focus group interview was held with nine teachers. The thematic…

During COVID-19, many schools in the United States restrict parent visits and parent-teacher face-to-face meetings. Consequently, teachers and parents rely on digital technologies to communicate and build partnerships. Yet, little is known about their perceived experiences with digital communication. To contribute knowledge to this area, this…

Young children's development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children's development. This study has the objective to explore preschool teachers' perceptions of their students' development throughout the COVID-19…

During the COVID-19 pandemic, many parents suddenly had to assume responsibility for their children's learning at home. Research conducted before the pandemic showed that mathematics homework is often unsuccessful or stressful for both parents and children and that tension exists between home and school in the learning of mathematics.…

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher's relations with the pre-school children and parents during the first lockdown. The study is based on a…

The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents' perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses…

Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic…

The global COVID-19 pandemic has suddenly forced hundreds of millions of teachers to shift from in-person to remote teaching. This abrupt change from classroom to home as the context for learning has required teachers to make substantial modifications and adjustments to engage their students in learning. This study was designed to explore what…

Teachers whose students had trouble independently accessing the online curriculum during COVID-19 online learning had to rely heavily on parents. This paper presents findings from interviews with elementary special educators regarding their experiences collaborating with parents while teaching online. Thematic analysis generated four themes:…

Changes that have occurred in the education system and the implementation of learning due to the COVID-19 pandemic have become a challenge for teachers, especially in learning for children with intellectual disabilities. The lack of collaboration between teachers and families is an obstacle in home-based learning for children with intellectual…

Based on WeChat, the most popular social media application in contemporary China, this ethnographical case study reveals that the development of parental trust for teachers presents as an incremental process. It derives from parents' access to information shared by teachers online, unfolds across their engaging in constant collaborations with…

After schools were closed in AY 2019-2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students' families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students'…

During the COVID-19 pandemic, early childhood education and care (ECEC) centres implemented various protective and hygiene measures. Some of these, such as maintaining distance or wearing face masks, temporarily restricted interactions between pedagogical staff, children, and parents. This may have made it difficult for staff to provide…

The process of conducting child and adolescent psychoeducational assessments has changed over the past 2 decades (Shapiro & Heick, 2004). In the past, the school psychologists commonly concentrated on behavioral, achievement, and projective assessments and usually did not include systematic multi-rater observation rating scales of behavior.…

Teachers have faced a variety of challenges since the onset of COVID-19 in the spring of 2020, including increased workloads, a range of modalities, and COVID-19 protocols. The challenges associated with teaching during the COVID-19 pandemic have led to increased burnout and stress, as well as diminished well-being and mental health in teachers.…