Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study
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| Title: | Parents' Perceptions on Young Children's Online English Learning at Home: A Mixed-Methods Study |
|---|---|
| Language: | English |
| Authors: | Qiu Chuane (ORCID |
| Source: | Journal of Early Childhood Literacy. 2026 26(2):566-585. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Parent Child Relationship, Parent Attitudes, Young Children, Electronic Learning, Family Environment, Learning Activities, English (Second Language), Second Language Learning, Synchronous Communication, Asynchronous Communication, Kindergarten, Parent Participation |
| DOI: | 10.1177/14687984251357774 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | This study examines parents' perceptions and roles in supporting kindergarten children's English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents' active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504029 |
| Database: | ERIC |
| Abstract: | This study examines parents' perceptions and roles in supporting kindergarten children's English language development through online learning platforms, highlighting the implications for future educational strategies. Utilizing a mixed-methods approach, the research surveyed 517 parents via questionnaires and conducted six focus group discussions with 60 participants. Quantitative data revealed parents' active involvement in fostering language acquisition through structured routines and diverse digital tools, while qualitative insights underscored the challenges of balancing work, limited digital literacy, and teaching responsibilities. The findings indicate that parents employ strategies such as storytelling, singing, and interactive digital applications to develop listening, speaking, and reading skills. However, disparities in teacher-student interaction and parental proficiency highlight areas for improvement. This study emphasizes the critical role of parental engagement and collaborative teacher-parent efforts in optimizing digital education for young learners. The results inform policy and practice by advocating for targeted professional development, resource allocation, and inclusive strategies to enhance early childhood education in online environments. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984251357774 |
