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Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being
The negative impacts of COVID 19 on children’s holistic development have been reported by researchers around the world. This qualitative study explored teachers’ and parents’ perspectives on the impact of physical/social distancing and school closure policies on children’s socioemotional development...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9584268/ https://www.ncbi.nlm.nih.gov/pubmed/36285153 http://dx.doi.org/10.1007/s10643-022-01405-3 |
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author | Watts, Rachel Pattnaik, Jyotsna |
author_facet | Watts, Rachel Pattnaik, Jyotsna |
author_sort | Watts, Rachel |
collection | PubMed |
description | The negative impacts of COVID 19 on children’s holistic development have been reported by researchers around the world. This qualitative study explored teachers’ and parents’ perspectives on the impact of physical/social distancing and school closure policies on children’s socioemotional development. The study was conducted in fall 2020. The sample included four U.S. Preschools teachers (for 4-year-olds), four international preschool teachers (for 4, 5-year-olds), three U.S. Kindergarten teaches (for 5-year-olds), and 4 U.S. parents of 4 and 5-year-olds. Interviews were conducted over Zoom. Participants shared that the social deprivation experienced by children such as lack of friendships, absence of peer learning and peer communication, loss of play time, and lack of socialization impacted their children’s socialization skills, higher order thinking development, mental health, and activity levels. Participants also shared that their children exhibited externalizing behaviors such as acting out, throwing tantrums, seeking negative attention, aggressiveness, lying, and showing disrespect. Participants reported children’s life skills acquisition issues such as their over reliance on parents and difficulty in performing routine tasks. Participating teachers who taught 5-years-olds reported lower levels of fine motor skills among their students. The findings of the study suggest that although children have experienced severe academic learning loss during the pandemic, the post-pandemic ECE curriculum must keep a strong socio-emotional and practical life skills focus which contributes to children’s overall well-being. Future studies may adopt a mixed method design in multi-country contexts to evaluate the impact of interventions implemented by early childhood programs on children’s socioemotional health. |
format | Online Article Text |
id | pubmed-9584268 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-95842682022-10-21 Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being Watts, Rachel Pattnaik, Jyotsna Early Child Educ J Article The negative impacts of COVID 19 on children’s holistic development have been reported by researchers around the world. This qualitative study explored teachers’ and parents’ perspectives on the impact of physical/social distancing and school closure policies on children’s socioemotional development. The study was conducted in fall 2020. The sample included four U.S. Preschools teachers (for 4-year-olds), four international preschool teachers (for 4, 5-year-olds), three U.S. Kindergarten teaches (for 5-year-olds), and 4 U.S. parents of 4 and 5-year-olds. Interviews were conducted over Zoom. Participants shared that the social deprivation experienced by children such as lack of friendships, absence of peer learning and peer communication, loss of play time, and lack of socialization impacted their children’s socialization skills, higher order thinking development, mental health, and activity levels. Participants also shared that their children exhibited externalizing behaviors such as acting out, throwing tantrums, seeking negative attention, aggressiveness, lying, and showing disrespect. Participants reported children’s life skills acquisition issues such as their over reliance on parents and difficulty in performing routine tasks. Participating teachers who taught 5-years-olds reported lower levels of fine motor skills among their students. The findings of the study suggest that although children have experienced severe academic learning loss during the pandemic, the post-pandemic ECE curriculum must keep a strong socio-emotional and practical life skills focus which contributes to children’s overall well-being. Future studies may adopt a mixed method design in multi-country contexts to evaluate the impact of interventions implemented by early childhood programs on children’s socioemotional health. Springer Netherlands 2022-10-20 /pmc/articles/PMC9584268/ /pubmed/36285153 http://dx.doi.org/10.1007/s10643-022-01405-3 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Watts, Rachel Pattnaik, Jyotsna Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title | Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title_full | Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title_fullStr | Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title_full_unstemmed | Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title_short | Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being |
title_sort | perspectives of parents and teachers on the impact of the covid-19 pandemic on children’s socio-emotional well-being |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9584268/ https://www.ncbi.nlm.nih.gov/pubmed/36285153 http://dx.doi.org/10.1007/s10643-022-01405-3 |
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