Uloga porodice u dečijim iskustvima učenja na daljinu tokom COVID-19 pandemije: Kazahstan i Mađarska
Sažetak
Pandemija COVID-19 primorala je škole širom sveta da se zatvore. Usled toga, porodični dom postao je dominantno okruženje za učenje, a članovi porodice postali su osobe koje treba da obrazuju učenike. Dosadašnja istraživanja pokazuju da su porodice različito reagovale na nove uloge i izazove u vezi sa učenjem na daljinu. Pored toga, istraživanja iz početnih faza pandemije COVID-19 ukazuju da su socio-ekonomski status i nivo obrazovanja članova porodice povezani sa dečijim iskustvima učenja na daljinu. Ovo istraživanje teži da unapredi naše razumevanje učenja na daljinu u ranoj fazi pandemije kroz analizu iskustava tri kazahstanske i tri mađarske porodice. Porodice koje su učestvovale u istraživanju se razlikuju po socio-ekonomskim karakteristikama, uključujući jezik koji govore, tip naselja u kom žive, nivo obrazovanja i status zanimanja članova porodice. Podaci prikupljeni kroz polustrukturirane onlajn intervjue sa roditeljima analizirani su kvalitativnom analizom sadržaja. Rezultati istraživanja pokazuju sledeće: a) roditelji su, pored svoje primarne uloge staratelja, preuzeli ulogu nastavnika; b) prilike za učenje kod kuće tokom pandemije COVID-19, kao i rizici, povezani su sa socio-ekonomskim statusom porodice; v) pojedinim porodicama bilo je teško da podrže svoju decu usled nedostatka pedagoških znanja i znanja predmetnih sadržaja. Može se zaključiti da postojeće društvene i obrazovne nejednakosti u Kazahstanu i Mađarskoj mogu imati dugotrajne negativne efekte na decu iz porodica koje se nalaze u nepovoljnjijem socio-emocionalnom položaju.
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