An analysis of parents’ and teachers’ struggles during the unprecedented situation of the COVID-19 pandemic and teachers’ suggestions to parents on how to stimulate children’s development in case it extends or re-surge

Many theories (Comers’ SDM, change theory, the Ohio Collaborative) stress that parents’ engagement is key for a child’s achievement and identified their role as co-teachers, co-leaders, co-workers, and co-supporters in their children’s development. Siegel and Hartzell’s (2006) emphasized that parents must be mindfully present during connecting interactions. The pandemic that started in 2019 put pressure on parents struggling with health, financial problems, etc. by adding new demands to participate in their children’s daily lessons, learn new technology, and keep children engaged and prepared for classes online. These problems occurred were not localized to the USA, but were in all countries, as COVID was a global pandemic. This study addresses teachers’ suggestions on what parents could do to stimulate their children’s learning and development. A mixed-method research study was conducted in the Midwest of the United States using Qualtrics with data collected from a survey sent to 121 teachers of young children The results provided an analysis of parents’ and teachers ‘struggles in this unprecedented situation and teachers’ suggestions for parents on how to stimulate children’s development if it extends or re-surge.