Changes in preschool children's home learning activities before and during the COVID-19 lockdown in the context of family socioeconomic status and parental education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910851" target="_blank" >RIV/60076658:12410/25:43910851 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61989592:15410/25:73633455 RIV/61989592:15510/25:73633455

Výsledek na webu

<a href="https://www.tandfonline.com/journals/oaed20/about-this-journal#abstracting-and-indexing" target="_blank" >https://www.tandfonline.com/journals/oaed20/about-this-journal#abstracting-and-indexing</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/2331186X.2025.2515986" target="_blank" >10.1080/2331186X.2025.2515986</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Changes in preschool children's home learning activities before and during the COVID-19 lockdown in the context of family socioeconomic status and parental education

Popis výsledku v původním jazyce

This study examines how families in the Czech Republic supported preschool-aged children (aged 5-6, the final compulsory year of preschool) through home learning activities (HLAs) during the COVID-19 lockdown. Preschool attendance is compulsory in the Czech Republic in the year prior to primary school entry. The study analyzes changes in HLAs frequency before and during the pandemic and the impact of parental education and socioeconomic status (SES) among 667 families. Data were gathered through psychological assessments, including the HLAs questionnaire and the Parental Sociodemographic Questionnaire, and analyzed using mixed ANOVA. Findings revealed a moderate to large increase in HLA during school closures, particularly in leisure activities like outdoor play, household tasks and board games, while extra-cost activities decreased. Parents with higher education levels were more engaged in literacy and numeracy HLAs and showed greater increases in involvement during the lockdown. Parents with lower education levels had lower overall involvement, except for increased use of computers for both educational and entertainment purposes. Family SES also influenced HLA participation, with the lowest SES group showing the least engagement before and during the pandemic. These results underscore long-standing disparities in educational support linked to family background and highlight the enduring role of parental education and SES in shaping home learning experiences. While the pandemic context provided a unique lens, the findings offer broader insights into how families engage in educational activities under stress, which remain relevant for informing educational equity strategies beyond crisis situations.

Název v anglickém jazyce

Changes in preschool children's home learning activities before and during the COVID-19 lockdown in the context of family socioeconomic status and parental education

Popis výsledku anglicky

This study examines how families in the Czech Republic supported preschool-aged children (aged 5-6, the final compulsory year of preschool) through home learning activities (HLAs) during the COVID-19 lockdown. Preschool attendance is compulsory in the Czech Republic in the year prior to primary school entry. The study analyzes changes in HLAs frequency before and during the pandemic and the impact of parental education and socioeconomic status (SES) among 667 families. Data were gathered through psychological assessments, including the HLAs questionnaire and the Parental Sociodemographic Questionnaire, and analyzed using mixed ANOVA. Findings revealed a moderate to large increase in HLA during school closures, particularly in leisure activities like outdoor play, household tasks and board games, while extra-cost activities decreased. Parents with higher education levels were more engaged in literacy and numeracy HLAs and showed greater increases in involvement during the lockdown. Parents with lower education levels had lower overall involvement, except for increased use of computers for both educational and entertainment purposes. Family SES also influenced HLA participation, with the lowest SES group showing the least engagement before and during the pandemic. These results underscore long-standing disparities in educational support linked to family background and highlight the enduring role of parental education and SES in shaping home learning experiences. While the pandemic context provided a unique lens, the findings offer broader insights into how families engage in educational activities under stress, which remain relevant for informing educational equity strategies beyond crisis situations.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

2331-186X

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

nestránkováno

Kód UT WoS článku

001509809300001

EID výsledku v databázi Scopus

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