Holly Carrell Moore, Ph.D.
Holly Carrell Moore, Ph.D.
Assistant Professor | Education
For over 20 years, Dr. Holly Carrell Moore taught in public and private schools, serving in multiple roles including music teacher, librarian, instructional technology specialist, classroom teacher, and Head Start teacher. For over 10 years, she has taught undergraduate and graduate courses in early childhood education at University of Texas at Austin, Texas Woman's University, and Salve Regina University. She is in her fifth year of teaching early childhood education pre-service teachers here at Salve Regina.
Dr. Moore's research interests and experiences center around children's play and exploration (in both digital and analogue spaces), children's responses to picture books through play and drama, and family supports of young children engaged in remote learning during the pandemic. At present, she is working on a study of pre-service teachers' perceptions and practices and development of culturally responsive pedagogy and anti-bias education.
Featured Spring 2024
"The whole experience is still very high touch for parents"
Parent moves to support young children's remote learning during the COVID-19 pandemic
Holly Carrell Moore
Abstract: This qualitative study examined families’ experiences supporting young children’s (ages 3–8) remote learning during the COVID-19 pandemic. Twenty-three participants completed open-ended questions in an online survey and three of those participants shared further in an online, recorded focus-group interview. Parents revealed young children’s challenges with remote learning and the multiple strategies families took up to support their young learners, including many forms of managing and facilitating online work, several forms of communicating to seek support, information, or changes, and multiple forms of motivating their child(ren) to stay engaged and complete activities. Parents also shared the tensions that arose with more unfettered access to their child(ren)’s online classrooms, teachers’ variation in communication, and families differing levels of participation due to multiple responsibilities. The findings demonstrate both the challenges and families’ creative strategies to bolster their child(ren)’s remote learning, and they inform teachers and school personnel of the importance of developing continued recalibration of communication, family support, and family input on home learning experiences when young children cannot engage with in-person learning.
Access:
Journal of Early Childhood Research, 20(4): 624-636, December 2022
Open Access: DOI 10.1177/1476718X221098671