Abstract
The implementation of an emergency remote teaching has been informed to be quite successful in some level of educations such as in primary and secondary (Rasmitadila et al., 2020), however, it seems to be a challenge for an early- stage education to conduct the learning which previously is done in a physical setting. This study aims to get deeper understanding the phenomenon of emergency remote teaching and the innovations made to and with incorporating play in the classroom to meet the needs of ‘play as the nature of learning’ for the children in ECE context through teacher’s perspectives and practices. A qualitative phenomenological approach was employed to explore teachers lived experienced during emergency remote teaching in five provinces in Indonesia (indicated as red zone as per data August 2020 by WHO, 2020). Semi-structured interviews was conducted with 10 to 20 teachers from the aforementioned regions. The data was organized and analysed using inductive data analysis based on individual textural and structural organization, and further synthesis a textural and structural meanings and essence (Moustaka, 1994). The findings showed that teachers agreed that selecting, choosing, and using certain media in preparing, designing, and delivering the materials or activities as well as doing assessment have become a dynamic process. Both assessment and learning support are closely related to parent’s involvement. Overall, teachers explained that in incorporating play into the remote learning, teachers should consider some aspects, and involve parents in designing the activities and deciding the used of materials.
Author Information
Athifah Utami, Universidad de Cordoba, Spain
Paper Information
Conference: ECE2023
Stream: Design
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Utami A. (2023) Digital Teaching and Children’s Engagement in Play During Emergency Remote Teaching in Indonesia Early Childhood Education Context ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.5
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.5
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