Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?

Gubbins, Verónica; Campillay, Francisca

Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?

dc.contributor.author	Gubbins, Verónica
dc.contributor.author	Campillay, Francisca
dc.date.accessioned	2024-11-28T18:39:55Z
dc.date.available	2024-11-28T18:39:55Z
dc.date.issued	2024-3-13
dc.description.abstract	Chile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of in-person educational activities due to the COVID-19 pandemic, from the perspective of 83 principals who lead preschools located in urban and rural areas affected by poverty in Chile. Our findings show that the principals viewed the pandemic as an opportunity to raise awareness and improve educators’ knowledge about students’ family contexts, diversify and adapt families’ modes of participation to their knowledge and living conditions, and incorporate them into the pedagogical decisions that distance learning prompted throughout the COVID-19 pandemic. These findings pose questions regarding the sustainability of these new post-pandemic practices; in other words, whether it is sustainable to shift from a collaborative and instrumental logic of family participation to another that is based on recognition and dialogue and that takes into account families’ needs, interests, and possibilities regardless of the economic, digital, and territorial precariousness that characterises their life
dc.identifier.citation	Educational Review, Vol. 76, N° 7, (2024) p. 1-20.
dc.identifier.doi	https://doi.org/10.1080/00131911.2024.2332426
dc.identifier.issn	0013-1911
dc.identifier.issne	1465-3397
dc.identifier.orcid	https://orcid.org/0000-0003-2175-2941
dc.identifier.uri	http://hdl.handle.net/20.500.12254/3944
dc.language.iso	en
dc.publisher	Routledge
dc.rights	Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject	Family-School relationship
dc.subject	Parental involvement
dc.subject	Preschool education
dc.subject	Qualitative research
dc.title	Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?
dc.type	Article