Language:
English
Year of publication:
2021
Titel der Quelle:
Journal of Jewish Education
Angaben zur Quelle:
87,4 (2021) 301-315
Keywords:
COVID-19 (Disease) Psychological aspects
;
Educational psychology
;
Jews Education (Preschool)
;
Distance education Computer-assisted instruction
;
Distance education Social aspects
Abstract:
The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.
DOI:
10.1080/15244113.2021.1977098
URL:
Locate this publication in Israeli libraries
Permalink