Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon
In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-...
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| Format: | Article |
| Language: | English |
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Inter-agency Network for Education in Emergencies (INEE)
2025-01-01
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| Series: | Journal on Education in Emergencies |
| Online Access: | https://archive.nyu.edu/handle/2451/74857 |
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| _version_ | 1850084831638061056 |
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| author | Somaia Abdulrazzak Duja Michael Jamile Youssef Lina Torossian Ola Kheir Diala Hajal Kate Schwartz |
| author_facet | Somaia Abdulrazzak Duja Michael Jamile Youssef Lina Torossian Ola Kheir Diala Hajal Kate Schwartz |
| author_sort | Somaia Abdulrazzak |
| collection | DOAJ |
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In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs' success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers' engagement was driven by their recognition of the programs' value and embracing of play-based learning. Using Weisner's (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families' diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs. |
| format | Article |
| id | doaj-art-e2ea131301244e34935d3ebf48455c22 |
| institution | DOAJ |
| issn | 2518-6833 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Inter-agency Network for Education in Emergencies (INEE) |
| record_format | Article |
| series | Journal on Education in Emergencies |
| spelling | doaj-art-e2ea131301244e34935d3ebf48455c222025-08-20T02:43:54ZengInter-agency Network for Education in Emergencies (INEE)Journal on Education in Emergencies2518-68332025-01-011014210.33682/09ag-war7Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in LebanonSomaia Abdulrazzak0https://orcid.org/0009-0008-2535-6624Duja Michael1https://orcid.org/0009-0001-5301-6933Jamile Youssef2https://orcid.org/0000-0001-6398-5765Lina Torossian3Ola Kheir4Diala HajalKate Schwartz5https://orcid.org/0009-0007-1274-3644NYU Silver School of Social WorkNYU's Global TIES for ChildrenEconomics DepartmentRTI InternationalSecours Islamique FranceGlobal TIES for Children In this qualitative research article, we examine the feasibility and perceptions of a remote early learning program and the Ahlan Simsim Families parenting program in hard-to-access areas of Lebanon. Our research targets Syrian refugee families dealing with the economic aftermath of the COVID-19 pandemic, including the resulting social tensions and a recovering education system. We explore the experiences of teachers, facilitators, and caregivers in order to identify the key factors that contributed to the two programs' success. Data from 71 postintervention interviews and 9 focus groups conducted in July 2022 and January 2023 reveal that remote programs are viable in contexts with limited in-person access. Despite some challenges, both teachers and caregivers demonstrated their adaptability and commitment. Flexible programming that accommodated family schedules proved essential. The caregivers' engagement was driven by their recognition of the programs' value and embracing of play-based learning. Using Weisner's (2002) ecocultural framework, the study challenges the notion that education programs must align with family routines. It presents evidence from the Ahlan Simsim intervention that this program can have a positive effect, even in the absence of established daily routines. The study highlights the importance of program design, teacher training, and collaboration in meeting families' diverse needs, which has implications for creating flexible, engaging, remote early childhood education programs.https://archive.nyu.edu/handle/2451/74857 |
| spellingShingle | Somaia Abdulrazzak Duja Michael Jamile Youssef Lina Torossian Ola Kheir Diala Hajal Kate Schwartz Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon Journal on Education in Emergencies |
| title | Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon |
| title_full | Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon |
| title_fullStr | Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon |
| title_full_unstemmed | Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon |
| title_short | Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers' and Teachers' Experiences in Lebanon |
| title_sort | navigating remote early childhood education in hard to access settings a qualitative study of caregivers and teachers experiences in lebanon |
| url | https://archive.nyu.edu/handle/2451/74857 |
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