Home Teaching Environments for Jordanian Kindergarten Children under Corona Pandemic 2020

Abstract

In this study, the ethnography method is applied to understand the efficacy of early childhood and kindergarten home teaching environment in enhancing educational success. In particular, the study seeks to determine the effect of teacher-parent collaboration through remote communication in improving a suitable home teaching environment significant in fostering learner success. Teachers will need to work together with parents using new and accessible technologies to facilitate remote communication in providing learning resources, materials, and guidelines to ensure the continuity of early education learning during this COVID-19 season. Conducting an ethnography study will help contextualize the useful model to ensure teacher-parent cooperation to design a playful learning approach and technology to fit the busy parent schedule and meet children learning needs. The sample of this study consisted of 25 female teachers and 25 mothers of kindergarten children in Jordan. The descriptive-analytical methodology was used to achieve the study goals through a questionnaire as a tool for collecting data. Results showed that communication between teachers and parents has proved useful in the home teaching environment's success to a high degree (3.75) and the study identifies patterns from participant observation and provides some suggestions for enhancing the home teaching environment in Jordan.