1. Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education (IJERE), 10(3), 901. https://doi.org/10.11591/ijere.v10i3.21136
2. Alevizou, G. (2020). Virtual Schooling, COVID-Inequalities: Building Resilience and Digital Literacies for Uncertain Futures. Digital Culture & Education.
3. Al-Habaibeh, A., Watkins, M., Waried, K., & Javareshk, M. B. (2021). Challenges and opportunities of remotely working from home during Covid-19 pandemic. Global Transitions, 3, 99–108. https://doi.org/10.1016/j.glt.2021.11.001
4. Alharthi, M. (2023). Parental Involvement in Children’s Online Education During COVID-19; A Phenomenological Study in Saudi Arabia. Early Childhood Education Journal, 51(2), 345–359. https://doi.org/10.1007/s10643-021-01286-y
5. Bacus, R. C., & Alda, R. C. (2022). Senior High School Teaching: A Phenomenological Inquiry. Malaysian Journal of Learning and Instruction, 19(1), 243–276. https://doi.org/10.32890/mjli2022.19.1.9
6. Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal of Education and Educational Development, 7(1), 9. https://doi.org/10.22555/joeed.v7i1.3260
7. Carrión-Martínez, J. J., Pinel-Martínez, C., Pérez-Esteban, M. D., & Román-Sánchez, I. M. (2021). Family and School Relationship during COVID-19 Pandemic: A Systematic Review. International Journal of Environmental Research and Public Health, 18(21), 11710. https://doi.org/10.3390/ijerph182111710
8. Coffelt, T. (2017). Confidentiality and anonymity of participants. The SAGE Encyclopedia of Communication Research Methods. https://doi.org/doi:10.4135/9781483381411.n86.
9. Colaizzi, P. (1978). Psychological Research as the Phenomenologist Views It. Oxford University Press,.
10. Collins, C., Landivar, L. C., Ruppanner, L., & Scarborough, W. J. (2021). COVID-19 and the gender gap in work hours. Gender, Work & Organization, 28(S1), 101–112. https://doi.org/10.1111/gwao.12506
11. Cresswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research. Sage publications.
12. Dishion, T. J., & Tipsord, J. M. (2011). Peer Contagion in Child and Adolescent Social and Emotional Development. Annual Review of Psychology, 62(1), 189–214. https://doi.org/10.1146/annurev.psych.093008.100412
13. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
14. Drouin, M., McDaniel, B. T., Pater, J., & Toscos, T. (2020). How Parents and Their Children Used Social Media and Technology at the Beginning of the COVID-19 Pandemic and Associations with Anxiety. Cyberpsychology, Behavior, and Social Networking, 23(11), 727–736. https://doi.org/10.1089/cyber.2020.0284
15. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
16. Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713. https://doi.org/10.1037/0012-1649.42.4.698
17. Garbe, A., ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3). https://doi.org/10.29333/ajqr/8471
18. Gayatri, M. (2020). The Implementation of Early Childhood Education in the Time of Covid-19 pandemic: A Systematic Review. Humanities & Social Sciences Reviews, 8(6), 46–54. https://doi.org/10.18510/hssr.2020.866
19. Gelir, I., & Duzen, N. (2022). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13, 50(7), 907–917. https://doi.org/10.1080/03004279.2021.1921822
20. Guillaume, M., Toomarian, E. Y., Van Rinsveld, A., Baskin-Sommers, A., Dick, A. S., Dowling, G. J., Gonzalez, M. R., Hasak, L., Lisdahl, K. M., Marshall, A. T., Nguyen, Q. T. H., Pelham, W. E., Pillai, C. C., Sheth, C., Wang, A. M., Tapert, S. F., & McCandliss, B. D. (2022). Negative Impacts of Pandemic Induced At-Home Remote Learning Can Be Mitigated by Parental Involvement. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.804191
21. Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002. National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701-3281. https://eric.ed.gov/?id=ED474521
22. Husserl, E. (1999). Cartesian meditations: An introduction to phenomenology (12. impr). Kluwer Academic Publ.
23. Kamal, S. S. L. A., Masnan, A. H., & Hashim, N. H. (2022). Parental Involvement in Young Children’s Education in Malaysia: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 21(3), 319–341. https://doi.org/10.26803/ijlter.21.3.17
24. Knopik, T., Błaszczak, A., Maksymiuk, R., & Oszwa, U. (2021). Parental involvement in remote learning during the COVID‐19 pandemic—Dominant approaches and their diverse implications. European Journal of Education, 56(4), 623–640. https://doi.org/10.1111/ejed.12474
25. Kraft, M. A., & Dougherty, S. M. (2013). The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment. Journal of Research on Educational Effectiveness, 6(3), 199–222. https://doi.org/10.1080/19345747.2012.743636
26. Lee, S. J., Ward, K. P., & Chang, O. D. (2020). Parents’ Perceptions of The Shift to Home-Based Education During the Covid-19 Pandemic. University of Michigan Parenting in Context Research Lab. https://bit.ly/2Ra5Q2R
27. Listyaningrum, R. A., Widyaswari, M., Sari, N. N., & Yuniar, D. P. (2020). Analysis of the Needs of Parents in Mentoring Early Childhood During Learning from Home: Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). 2nd Early Childhood and Primary Childhood Education (ECPE 2020), Malang, Indonesia. https://doi.org/10.2991/assehr.k.201112.039
28. Llego, M. A. (2021, August 5). DepEd Basic Education Statistics for School Year 2020-2021. DepEd Basic Education Statistics for School Year 2020-2021. https://www.teacherph.com/deped-basic-education-statistics-school-year-2020-2021/#DepEd_Basic_Education_Statistics_for_School_Year_2020-2021_PDF_File
29. Ma, Z., Idris, S., Zhang, Y., Zewen, L., Wali, A., Ji, Y., Pan, Q., & Baloch, Z. (2021). The impact of COVID-19 pandemic outbreak on education and mental health of Chinese children aged 7–15 years: An online survey. BMC Pediatrics, 21(1), 95. https://doi.org/10.1186/s12887-021-02550-1
30. Mahapatra, A., & Sharma, P. (2021). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry, 67(4), 397–399. https://doi.org/10.1177/0020764020961801
31. Milteer, R. M., Ginsburg, K. R., COUNCIL ON COMMUNICATIONS AND MEDIA COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY HEALTH, Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., Cross, C., Falik, H. L., Hill, D. L., Hogan, M. J., Levine, A. E., O’Keeffe, G. S., & Swanson, W. S. (2012). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bond: Focus on Children in Poverty. Pediatrics, 129(1), e204–e213. https://doi.org/10.1542/peds.2011-2953
32. Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A. (2020). Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children’s Emotional Well-Being. Frontiers in Psychology, 11, 584645. https://doi.org/10.3389/fpsyg.2020.584645
33. Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist. http://eprints.hud.ac.uk/id/eprint/26984/1/Morrow_et_al.pdf
34. Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
35. NAEYC. (2020, March 15). Child Care is Essential and Needs Emergency Support to Survive. Education. https://www.naeyc.org/resources/blog/child-care-needs-emergency-support
36. Obeng, C., Slaughter, M., & Obeng-Gyasi, E. (2022). Childcare Issues and the Pandemic: Working Women’s Experiences in the Face of COVID-19. Societies, 12(4). https://doi.org/10.3390/soc12040103
37. Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research. https://doi.org/10.1007/s10984-022-09447-5
38. Parczewska, T. (2021). Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the COVID-19 pandemic in Poland. Education 3-13, 49(7), 889–900. https://doi.org/10.1080/03004279.2020.1812689
39. Patton, M. Q. (2015). Qualitative research and evaluation methods.
40. Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice (8th ed). Wolters Kluwer Health/lippincott Williams & Wilkins.
41. Sari, D. K., & Maningtyas, R. T. (2020). Parents’ Involvement in Distance Learning During the Covid-19 Pandemic: Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). 2nd Early Childhood and Primary Childhood Education (ECPE 2020), Malang, Indonesia. https://doi.org/10.2991/assehr.k.201112.018
42. Sénéchal, M., & Young, L. (2008). The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78(4), 880–907. https://doi.org/10.3102/0034654308320319
43. Sherzer, B. (2015). Understanding the process of change in individuals with disordered gambling: An interpretative phenomenological approach [ProQuest Dissertations & Theses Global]. http://proxy.lib.odu.edu/login?url=https://search.proquest.com/docview/1746623301?acc ountid=12967
44. Strauss, A. L., Corbin, J. M., & NetLibrary, Inc. (1998). Basics of qualitative research techniques and procedures for developing grounded theory. Sage Publications.
45. UNICEF. (2020, September). Education and COVID-19. https://data.unicef.org/topic/education/covid-19/#
46. Vargas Rubilar, J., Richaud, M. C., Lemos, V. N., & Balabanian, C. (2022). Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.801614
47. Weaver, J. L., & Swank, J. M. (2021). Parents’ Lived Experiences With the COVID-19 Pandemic. The Family Journal, 29(2), 136–142. https://doi.org/10.1177/1066480720969194
48. Whitebread, D., & O’Sullivan, L. (2012). Preschool children’s social pretend play: Supporting the development of metacommunication, metacognition and self-regulation. International Journal of Play, 1(2), 197–213. https://doi.org/10.1080/21594937.2012.693384
49. Xu, D., & Xu, Y. (2019). The Promises and Limits of Online Higher Education.
50. Zainuddin, Z., Perera, C. J., Haruna, H., & Habiburrahim, H. (2020). Literacy in the new norm: Stay-home game plan for parents. Information and Learning Sciences, 121(7/8), 645–653. https://doi.org/10.1108/ILS-04-2020-0069