Navigating Remote Early Childhood Education in Hard-to-Access Settings: A Qualitative Study of Caregivers’ and Teachers’ Experiences in Lebanon

Abstract

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