The effects of the COVID-19 pandemic on preschool children’s learning and development

被引：0

作者：

Iskender Gelir

机构：

[1] Early Education Department, Sultan Qaboos University, Muscat

来源：

SN Social Sciences | / 3卷 / 9期

关键词：

COVID-19; Positive and negative effects; Preschool children;

D O I：

10.1007/s43545-023-00736-1

中图分类号：

学科分类号：

摘要：

This study examines the effects of COVID-19 pandemic on preschool children’s learning and development from teachers’ perspectives. The data were collected through semi-structured interviews with 29 preschool teachers when schools were reopened in Turkey. The analysis of the interviews shows that there are both positive and negative impacts of the coronavirus pandemic on children. The results indicate that children’s self-care skills develop during the lock down, and that children feel that they have responsibilities for adhering to the pandemic rules. However, the negative effects of the pandemic on children might be long-lasting and result in a regression children’s cognitive development. The study indicates that teachers adapt their teaching methods (e.g., from group-based to one-to-one teaching) to the pandemic rules. The study highlights the importance of socialisation for children’s learning and development. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023.

引用

共 36 条

[1]

Bodrova E., Leong D.J., Learning and development of preschool children from the Vygotskian perspective, Vygotsky’s educational theory in cultural context, pp. 156-176, (2003)

[2]

Bonal X., Gonzalez S., The impact of lockdown on the learning gap: family and school divisions in times of crisis, Int Rev Educ, (2020)

[3]

Broadhead P., Developing an understanding of young children's learning through play: the place of observation, interaction and reflection, Br Edu Res J, 32, 2, pp. 191-207, (2006)

[4]

Burgess S., Sievertsen H.H., Schools, skills, and learning: The impact of Covid-19 on education, CEPR Policy Portal, (2020)

[5]

Costa P., Cruz A.C., Alves A., Rodrigues M.C., Ferguson R., The impact of the COVID-19 pandemic on young children and their caregivers, Child Care, Health Dev, 48, 6, pp. 1001-1007, (2022)

[6]

Dayal H.C., Tiko L., When are we going to have the real school? a case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic, Australas J Early Child, 45, 4, pp. 336-347, (2020)

[7]

Denham S.A., Bassett H.H., Zinsser K., Early childhood teachers as socializers of young children’s emotional competence, Early Childhood Educ J, 40, pp. 137-143, (2012)

[8]

Dong C., Cao S., Li H., Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes, Child Youth Serv Rev, 118, (2020)

[9]

Egan S.M., Pope J., Moloney M., Hoyne C., Beatty C., Missing early education and care during the pandemic: the socio-emotional impact of the COVID-19 crisis on young children, Early Child Educ J, 49, 5, pp. 925-934, (2021)

[10]

Fleer M., Shared sustained imaginary conversations: teachers and children consciously engaging in concepts during play, livslångt lärande, pp. 134-148, (2011)

← 1 2 3 4 →