Educational Responses to the COVID-19 Outbreak in South Korea

Byun, Sooyeon; Slavin, Robert E.

doi:10.2139/ssrn.3652607

Cited by 12 publications

(9 citation statements)

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“…Despite the confusion and challenges of the pandemic, both kindergartens and child care centers dutifully followed the government-issued guidelines and postponed their opening, providing remote schooling or emergency childcare service systems to support the continuity of education and care. These findings corroborated previous research findings demonstrating teachers' new roles in ensuring a smooth transition to a distance/hybrid learning model (Lee & Shin, 2020;Samuelsson et al, 2020), and effective implementation of early childhood institutions' response strategies in South Korea (Byun & Slavin, 2020;Choi, 2020).…”

Section: Discussionsupporting

confidence: 89%

“…Very little research on this topic is available in English. Byun and Slavin (2020) investigated South Korean educational responses during the school closure and highlighted some positive outcomes from the adoption of distance learning, such as improved quality of individualized learning and teaching content. After reviewing South Korea's policies and services on child welfare and safety during the pandemic, Chun and Kim (2021) urged the Korean government's stronger support in the areas such as mental health, child abuse prevention, and the provision for low-income families.…”

Section: Literature On Covid-19 and Ecec In South Koreamentioning

confidence: 99%

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A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19

Cho

Kim

et al. 2021

Early Childhood Educ J

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This study of South Korea's response to COVID-19 has three purposes. First, it uses document analysis to examine policies, strategies, and resources offered by the South Korean government and public organizations to support young children and families during the first 6 months of the pandemic. Next, it uses open-ended surveys with 30 directors of early childhood institutions to explore institutional-level supports and needs during the pandemic. Finally, it looks at the discrepancies between stated policies outlining the South Korea's response to COVID-19 and the lived experiences of early childhood educators as a route to arriving at recommendations for education policymakers and other stakeholders. To that end, we reviewed government documents (n = 84) containing early childhood education-related responses to Covid-19 established by the Ministry of Education, the Ministry of Health and Welfare, and other relevant government sectors. An online survey with 17 kindergarten and 13 child care center directors was also analyzed. Using content analysis, the findings revealed that the government's policies and guidance for Early Childhood Education and Care (ECEC) as well as the institutional supports for children and families were overall comprehensive in its scope. The analysis, based on the five tenets of the Whole Child approach, also indicated that the government's policy responses and services for ECEC focused mainly on the 'Safe' and 'Supported' tenets, while 'Challenged' was given the least amount of consideration. The survey responses demonstrated different measures taken by kindergartens and child care centers highlighting the separate nature of 'education' and 'care' in South Korea, while also indicating limited resources for supporting children's psychological well-being and for children and families in need. This overview provides a foundation for further discussion and research on the impact of Covid-19 on ECEC in South Korea and beyond.

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Section: Discussionsupporting

confidence: 89%

Section: Literature On Covid-19 and Ecec In South Koreamentioning

confidence: 99%

A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19

Cho

Kim

et al. 2021

Early Childhood Educ J

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“…Despite this, little research has examined the moderating role of participation in a mentorship program on the relationship between parental neglect in adolescence and adolescents’ depression, particularly in the South Korean context, nor has there been a great emphasis on the effect of adolescents’ satisfaction with the mentorship program on these relationships. At the time this study was conducted, in April 2021, the world was still combatting the COVID-19 pandemic; however, in South Korea, schools were partially reopened beginning in June 2020, did not have a full-scale lockdown, and had a comparatively low mortality and case rate compared with other countries [ 25 , 26 , 27 ]. With this in mind, in this study we address the following research question: Among adolescents from low-income households participating in a mentorship program, does satisfaction with the mentorship program moderate the relationship between parental neglect and depression?…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of a Mentorship Program on the Relationship between Neglect and Depression among Adolescents in Low-Income Families

Lee

Allen

Lim

et al. 2021

IJERPH

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This study examines the moderating effect of a mentorship program on the relationship between parental neglect and depression among adolescents from low-income households since COVID-19. A total of 264 participants from all provinces in South Korea were registered for a mentorship program provided by the Korea Development Bank [KDB] Foundation, which is a charitable and non-profit organization. Two-hundred fifty-five middle and high school students from low-income families were included in the final sample. The mentorship program was provided to students based on mentors’ advice and feedback. A bootstrap method using the PROCESS macro 3.4 for SPSS was utilized to examine the moderating effect of satisfaction with the mentorship program. Neglect was positively related to depression among low-income students. Satisfaction with the mentorship program moderated the relationship between low-income students’ neglect and depression. Visits from social workers or other advocates or volunteers to low-income families with children may be helpful to address depression among low-income students. High quality mentorship programs should be provided to more low-income students for their mental health, funded particularly in the context of corporate social responsibility. Particularly since the COVID-19 pandemic, financial contributions by corporations would be valuable to reconstruct the damage to quality of life and psychological well-being among low-income adolescents.

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“…In the literature review, various studies on the effects of the COVID-19 pandemic on education were found (Byun & Slavin, 2020;Dai & Xia, 2020;Dong, Cao & Li, 2020;Flores & Swennen, 2020;Garbe, Ogurlu, Logan & Cook, 2020;Hebebci, Bertiz & Alan, 2020;Karakuş, Ucuzsatar, Karacaoğlu, Esendemir & Bayraktar, 2020;Koçoğlu & Tekdal, 2020;König, Jäger-Biela & Glutsch, 2020;Schaefer, Abrams, Kurpis, Abrams & Abrams, 2020;Zhou, Wu, Zhou & Li, 2020). However, no study examining the use of distance education in secondary school mother-tongue teaching was found in the literature.…”

Section: Introductionmentioning

confidence: 99%

A Case Study on Teaching Turkish through Distance Education

Süğümlü¹

2021

IJPES

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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

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Educational Responses to the COVID-19 Outbreak in South Korea

Cited by 12 publications

References 0 publications

A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19

A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19

The Role of a Mentorship Program on the Relationship between Neglect and Depression among Adolescents in Low-Income Families

A Case Study on Teaching Turkish through Distance Education

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