Abstract
The COVID-19 pandemic has significantly impacted children and adolescents' lives, leading to psychological problems and PTSD symptoms. In the Philippines, research on child and growth development during the pandemic is limited, emphasizing the need for better preparedness and quality education. The study investigated stakeholders' involvement in child growth and development during the pandemic, providing a framework for correspondence education. The study used mixed method from division of Manila schools using four point likert scale. A study using Urie Bronfenbrenner's ecological model found that stakeholders are involved in accessing online modules but less engaged in planning and development. They are highly involved with teachers but less engaged with Barangay assistance. Stakeholders are also involved in teacher assessment and feedback but less engaged with school heads. Modular distance learning is used, but parents face difficulties in integrating their child due to work and chores. Stakeholders' involvement is low, and school heads should involve stakeholders in planning and utilizing local government assistance for financially challenged families. Teachers should adapt best practices, communicate progress updates, and minimize activities, while parents should improve the learning environment and reduce distractions.
Author Information
Jathry R. Redondo, PHINMA Saint Jude College, Philippines
Ronald C. Catapang, National University, Philippines
Paper Information
Conference: ACE2023
Stream: Educational policy
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Redondo J., & Catapang R. (2024) Stakeholder Engagement and Involvement Towards Child and Growth Development During Pandemic: A Framework on Correspondence Education ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.118
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.118
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