Remote school may look different to ‘normal’ school, but children are still being taught; they are still learning and many are still actively engaged in the curriculum.
We surveyed and interviewed parents of primary school-aged children in Queensland, Tasmania, Victoria and the ACT to explore their experiences of helping their children with remote schooling.
NAPLAN’s arrival promised inequities decreased partly from parent involvement in their child’s progress. But working class parents don’t see NAPLAN as a tool for them, and hardly find it valuable.
Results from a recent study indicate that the emergency measures put in place in response to COVID-19 have disproportionately impacted Canadian mothers with young children at home.
Parents can help children feel optimistic by listening to and validating their worries, teaching them coping strategies, reviewing safety protocols and supporting them when they face difficulties.
One big complication with K-12 distance learning is how hard it is to get children and teens to log in and do their schoolwork. But there are things teachers and families can do to help.
Parents of young children are reporting alarming increases in anxiety and depression during COVID-19. This is not only a risk to parents’ mental health, but also to children’s long-term well-being.
Victorian parents will have a total of 72 days of free absences from childcare, if services agree to waive the gap fee. And childcare services will receive 25% of their revenue from the government.
Most children can no longer attend childcare in Melbourne. Parents have to look after them if they’re working themselves, while the sector faces collapse if the government doesn’t step in.
Professor, Canada Research Chair in Determinants of Child Development, Owerko Centre at the Alberta Children’s Hospital Research Institute, University of Calgary
Assistant professor, School of Psychology, Scientist, Children's Hospital of Eastern Ontario Research Institute, L’Université d’Ottawa/University of Ottawa