When COVID-19 pushed learning online, families and educators had to find new ways to keep young children engaged. We explore how creative activities and strong family-school partnerships not only supported learning but also built community connections.
Ekaterina Novikova, Jennifer Gallo-Fox
January 2024
Abstract
Aim
This study explores how educators from an early childhood nature program supported family engagement in children’s learning and development during the COVID-19 lockdown, when teaching shifted from in-person to remote programming.
Methods
A qualitative case study was conducted using program-wide communications and classroom documentation from Spring 2020. Thematic analysis identified two major themes and six subthemes.
Results
Educators facilitated family engagement by offering instructional support for learning, promoting social-emotional well-being, and fostering a sense of community. The curriculum emphasized play and inquiry, connections to place, STEAM learning, and environmental awareness.
Conclusion
The findings highlight innovative teaching practices that supported families during remote learning and provide insights for strengthening family engagement beyond the context of lockdown programming.
Cite this work
When citing this work, please also cite the underlying data sources. This article can be cited as:
Novikova, E., & Gallo-Fox, J. (2024). Maintaining family engagement during the initial months of COVID-19 in an early childhood nature program. Journal of Outdoor and Environmental Education. https://doi.org/10.1007/s42322-024-00159-3