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Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic

The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and se...

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Autores principales: Martí-González, Mariacarla, Barrasa, Angel, Belli, Simone, Espinel, Johana, Da Costa, Silvia, López-Granero, Caridad
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9811814/
https://www.ncbi.nlm.nih.gov/pubmed/36619088
http://dx.doi.org/10.3389/fpsyg.2022.991574
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author Martí-González, Mariacarla
Barrasa, Angel
Belli, Simone
Espinel, Johana
Da Costa, Silvia
López-Granero, Caridad
author_facet Martí-González, Mariacarla
Barrasa, Angel
Belli, Simone
Espinel, Johana
Da Costa, Silvia
López-Granero, Caridad
author_sort Martí-González, Mariacarla
collection PubMed
description The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and sensitivity and capacity of apprehension of reality. The crisis derived from the COVID-19 pandemic transformed reality in an unprecedented way in the recent history of humanity and the educational context was shaken by all these changes. With confinement, the teaching-learning process of reading and writing, which is designed to take place in person, had to be developed in a hybrid or online way, which was a major challenge for teachers and families and, of course, also for children who were in the process of learning. One of the aspects that was blurred in this context was the role of the teacher, which in this case is one of the most important elements, to achieve adequate learning of reading and writing. On one hand, the teacher is in charge of helping to manage the emotions derived from the learning process itself and, on the other hand, he is a key figure so that this is not only technical learning but also contributes to the child’s socio-emotional development. The aim of this study was to analyze the impact of the socio-psychological changes that have occurred in the educational context since the COVID-19 pandemic on the emotions linked to the teaching process, learning of reading and writing through a systematic review of the studies carried out on the subject, in order to provide recommendations for face-to-face learning in the post-COVID-19 era. A systematic review strategy was devised and the literature search was conducted. The search was conducted using ERIC, Dialnet, Scopus, WoS, EBSCO, and Google Scholar databases. This systematic review took place during the month of May 2022. The results show that given the scarce presence of empirical studies on the subject, the objective has only been partially met. However, a systematic review of the studies carried out on the subject. For the identification of recommendations in the development of face-to-face learning in the post-covid era, it has been possible to identify some ideas of interest for future curricular designs in primary school students who are immersed in learning to read and write.
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spelling pubmed-98118142023-01-05 Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic Martí-González, Mariacarla Barrasa, Angel Belli, Simone Espinel, Johana Da Costa, Silvia López-Granero, Caridad Front Psychol Psychology The teaching-learning process of reading and writing has great relevance in the psycho-emotional and socio-psychological development of school-age children. This is an exercise in which they develop imagination, attention and memory capacity and through this process the management of emotions and sensitivity and capacity of apprehension of reality. The crisis derived from the COVID-19 pandemic transformed reality in an unprecedented way in the recent history of humanity and the educational context was shaken by all these changes. With confinement, the teaching-learning process of reading and writing, which is designed to take place in person, had to be developed in a hybrid or online way, which was a major challenge for teachers and families and, of course, also for children who were in the process of learning. One of the aspects that was blurred in this context was the role of the teacher, which in this case is one of the most important elements, to achieve adequate learning of reading and writing. On one hand, the teacher is in charge of helping to manage the emotions derived from the learning process itself and, on the other hand, he is a key figure so that this is not only technical learning but also contributes to the child’s socio-emotional development. The aim of this study was to analyze the impact of the socio-psychological changes that have occurred in the educational context since the COVID-19 pandemic on the emotions linked to the teaching process, learning of reading and writing through a systematic review of the studies carried out on the subject, in order to provide recommendations for face-to-face learning in the post-COVID-19 era. A systematic review strategy was devised and the literature search was conducted. The search was conducted using ERIC, Dialnet, Scopus, WoS, EBSCO, and Google Scholar databases. This systematic review took place during the month of May 2022. The results show that given the scarce presence of empirical studies on the subject, the objective has only been partially met. However, a systematic review of the studies carried out on the subject. For the identification of recommendations in the development of face-to-face learning in the post-covid era, it has been possible to identify some ideas of interest for future curricular designs in primary school students who are immersed in learning to read and write. Frontiers Media S.A. 2022-12-21 /pmc/articles/PMC9811814/ /pubmed/36619088 http://dx.doi.org/10.3389/fpsyg.2022.991574 Text en Copyright © 2022 Martí-González, Barrasa, Belli, Espinel, Da Costa and López-Granero. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Martí-González, Mariacarla
Barrasa, Angel
Belli, Simone
Espinel, Johana
Da Costa, Silvia
López-Granero, Caridad
Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title_full Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title_fullStr Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title_full_unstemmed Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title_short Emptiness in the study of emotions in the teaching-learning process of reading-writing during the COVID-19 pandemic
title_sort emptiness in the study of emotions in the teaching-learning process of reading-writing during the covid-19 pandemic
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9811814/
https://www.ncbi.nlm.nih.gov/pubmed/36619088
http://dx.doi.org/10.3389/fpsyg.2022.991574
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