Child-Centered home learning for preschool children during the pandemic: views from school practitioners and parents

Abstract

ABSTRACT While online learning has been widely adopted to substitute in-person schooling and sustain children’s learning at home during the COVID-19 pandemic, some schools have implemented “offline” distance learning instead of depending on technology. This case study documented how offline home learning focusing on child-centredness and authentic learning experiences was implemented through home and school involvement in a typical preschool in Hong Kong. This study aimed at examining the phenomenon of this home learning practice and its effectiveness from the perspectives of school administrators (n = 3), teachers (n = 8), and parents (n = 18). Qualitative data collected from interviews and supplemental school documents revealed that the effective implementation of offline home learning primarily depended on (1) a child-centred approach with individualized learning support and (2) family-based support tailored for diverse families. The findings also suggested that a connection among peers was lacking as a result of social distancing and limits on physical interactions. Based on the findings, implications for further studies and parent education for strengthening competence in home learning are discussed.