Kuwaiti parents' and teachers' perceptions of online learning in kindergarten

The integration of online learning tools abruptly became necessary during the COVID-19 pandemic from early 2020 onward. This study surveyed a public-school sample of teachers (N = 297) and parents (N = 403) of Kuwaiti kindergartners. The results indicated that both teachers and parents agreed that kindergarten children learned e-learning and time-management skills to some extent or a large extent. However, both groups expressed little to moderate agreement regarding the adequate implementation of online learning (such as teacher training or the translation of course content into an online format). The two groups expressed stronger agreement that children received e-homework and that parents were provided with channels for guidance and follow-up. These latter two variables and the perceived implementation of e-learning all correlated positively with perceptions of children's outcomes. Teachers were more likely to report the provision of a guide to the e-platform, the implementation of online learning, and the provision of homework than parents were, with a stronger correlation of the implementation of online learning and children's acquisition of e-learning skills among teachers than parents.