Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to examine parents’ perspectives of family engagement with ECEC services during the pandemic. Primary caregivers in Victoria at the time of recruitment (September–November 2020) were invited to participate. Of the 66 participants who completed an online survey, 25 also took part in semi-structured video call or phone interviews; qualitative findings from these interviews are reported in this paper. Four key themes were conceptualised using a reflexive thematic approach: (1) disruptions to ECEC access and attendance impacting on family routines and relationships, and child development; (2) barriers to family engagement; (3) ECEC educators’ support of families and children during the pandemic; and (4) increased parental appreciation of the ECEC profession. Findings revealed that disruptions to ECEC access and routines during the pandemic adversely impacted family engagement, and child learning and social-emotional wellbeing for some families. These were aggravated by other stressors, including increased parental responsibilities in the home, financial and health concerns, and changed work conditions. Findings also demonstrated successful methods used by educators to maintain communication and connections with families. Importantly, parents expressed increasing appreciation of the profession and an increased awareness of the value of family involvement in children’s learning. Learnings regarding strategies for effective and alternative ways of engaging families are discussed.

Family experiences of engagement in inclusive childcare programs for toddlers

“…Covid-19 restrictions on family engagement have been explored in several research studies. For example, Levickis et al (2022) found that major barriers to family engagement are the few opportunities for face-to-face interactions with educators and chances to observe their child within the childcare environment. Parents reported that, before Covid-19 restrictions were implemented, face-to-face interactions provided them with knowledge about their child's experiences in the classroom and made them feel like they belonged (Levickis et al, 2022).…”

“…For example, Levickis et al (2022) found that major barriers to family engagement are the few opportunities for face-to-face interactions with educators and chances to observe their child within the childcare environment. Parents reported that, before Covid-19 restrictions were implemented, face-to-face interactions provided them with knowledge about their child's experiences in the classroom and made them feel like they belonged (Levickis et al, 2022). Levickis et al (2022) found that parents continued to experience limited access and interactions with educators even when Covid-19 restrictions were reduced.…”

“…Furthermore, according to Mereoiu et al (2015), parents have reported challenges in building and maintaining partnerships with early educators. Levickis et al (2022) stated that parents reported limited engagement with early educators and other families when attendance resumed during the first year of the Covid-19 pandemic. Further exploring family engagement experiences can provide insight to assist in implementing and improving family practice quality (Mereoiu et al, 2015).…”

Reconceptualizing Family Engagement as an Improvisational Practice: Lessons from Pre-K Teachers’ Practices During COVID-19

“…A study of Illinois Head Start programs found that immediately following shutdowns due to COVID-19, meeting families’ basic needs for food, clothing, and shelter became the top priority (Silver & Coba-Rodriguez, 2022 ). During the shutdown, teachers also experienced challenges connecting with caregivers, due to the loss of face-to-face contact, particularly at drop-off and pick-up times or during planned family engagement events (Ford et al, 2021 ; Levickis et al, 2022 ). Teachers compensated in a variety of ways: by instituting regular phone check-ins; sharing via text, Facebook Messenger, or similar two-way text-based app use; or sending email updates to the whole class or to individual caregivers (Ford et al, 2021 ; Plotka & Guirguis, 2022 ; Silver & Coba-Rodriguez, 2022 ).…”

“…Teachers compensated in a variety of ways: by instituting regular phone check-ins; sharing via text, Facebook Messenger, or similar two-way text-based app use; or sending email updates to the whole class or to individual caregivers (Ford et al, 2021 ; Plotka & Guirguis, 2022 ; Silver & Coba-Rodriguez, 2022 ). Eventually, some programs began to use interactive video-based platforms such as Zoom or WhatsApp for family conversations or events (Levickis et al, 2022 ), while others also adopted platforms designed for use in education (Levickis et al, 2022 ; Silver & Coba-Rodriguez, 2022 ).…”