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The impact of COVID-19 on a graduate student-led literacy camp for children
Book chapter

The impact of COVID-19 on a graduate student-led literacy camp for children

W Impellizeri, Vera Lee and Katie Mathew
Contemporary perspectives on research on coronavirus disease 2019 (COVID-19) in early childhood education, pp 267-290
2022
DOI: https://doi.org/10.1108/978-1-64802-817-520251021

Abstract

In August 2020, the commonwealth of Pennsylvania had more than 130,000 confirmed cases of COVID-19 and 7,500 deaths (Johns Hopkins University of Medicine, 2020). The pandemic forced most early childhood centers in Pennsylvania (PA) to close between March–June 2020 (Sirinides et al., 2020), causing financial hardship. Schools and universities scrambled to shift from face-to-face to exclusively online instruction. Traditionally, online education is conceptualized as learning that promotes student agency, responsibility, flexibility, and choice (Bozkurt & Sharma, 2020). More importantly, students and families choose to participate in this format. Recently, research has emerged that characterized the abrupt shift to remote learning in response to COVID-19 as “emergency remote teaching”(ERT; Hodges et al., 2020). The primary objective of ERT is to provide temporary access to remote instruction and materials for students in response to an emergency or crisis (Hodges et al., 2020). Contrary to traditional online distance learning, ERT requires students and their families to navigate learning remotely out of necessity (Bozkurt & Sharma, 2020).

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