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  5. Volume 34, Issue 2 (2021)
  6. Experiences of Pre-Primary Education Tea ...

Regional Formation and Development Studies

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Experiences of Pre-Primary Education Teachers in Assessing Children’s Achievements and Progress in Distance Education During the COVID-19 Pandemic
Volume 34, Issue 2 (2021), pp. 143–154
Aida Norvilienė   Sada Ramanauskienė   Neringa Strazdienė     All authors (5)

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https://doi.org/10.15181/rfds.v34i2.2251
Pub. online: 4 August 2022      Type: Article      Open accessOpen Access

Published
4 August 2022

Abstract

The Covid-19 pandemic posed new challenges and opportunities for participants in education. The following article reveals the experiences
of pre-primary education teachers in assessing children’s achievements and progress in distance education during the first
lockdown of the Covid-19 pandemic. The qualitative research involved 15 pre-primary education teachers who worked remotely in
the spring of 2020. The method of semi-structured interview was chosen. The continuity of education was found to be maintained.
All activities were transferred to distance education by emphasising the opportunity for parents to engage, interest and motivate
children. Various tools for distance education were used: online platforms and social networks, general digital software, and specialised
software for the creation and demonstration of teaching materials. The assessment of children’s achievements and progress in
distance education is seen by teachers as a complex process that requires a high level of parental involvement.

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Keywords
Covid-19 pandemic pre-primary education distance education assessment of children’s achievements and progress

JEL CODES
I21 I25

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