Μια κοινωνιολογική διερεύνηση του αποκλεισμού μαθητών δημοσίων και ιδιωτικών νηπιαγωγείων από την εξ αποστάσεως εκπαιδευτική διαδικασία την περίοδο του Covid-19

Abstract

This work aims to provide a sociological analysis of the exclusion from the participation in distance educational process of children by public and private kindergartens during the Covid-19 period. The study was carried out with the participation of kindergarten teachers, who taught in public or private kindergartens. The research findings revealed that: (a) Kindergarten teachers attempted to communicate with parents of their students to engage them in supporting their children's participation in distance educational process. However, this effort was primarily met with response from the families of students attending private kindergartens. (b) Exclusion from children's participation in distance educational process was observed only in the case of students attending public kindergartens. (c) Factors contributing to the exclusion of kindergarten’s children from distance educational process included: poverty and unemployment of some students’ parents, lack of financial resources to acquire the necessary computer equipment, absence of necessary technological knowledge among some parents, which resulted in their inability to support their children's distance learning. Additionally, contributing factors to this exclusion were large families, immigrant background of some families, special needs of some children, and  presence of older siblings attending elementary school who were given priority for their distance participation in school lessons.