Frontiers in Education,
Journal Year:
2023,
Volume and Issue:
8
Published: Sept. 22, 2023
Introduction
Although
it
could
be
expected
that
the
COVID-19
pandemic
impacted
preschool
children’s
abilities
associated
with
later
reading
skills,
research
has
not
yet
addressed
topic.
Our
study
focused
on
impact
of
phonological
awareness
(PA)
and
rapid
automatized
naming
(RAN)
have
been
shown
to
reliably
predict
skills.
Methods
A
cohort
82
typically
developing
European
Portuguese
children
(mean
age
=
64.5
months,
SD
3.47),
enrolled
in
their
last
year
dramatically
affected
by
lockdowns,
were
assessed
for
PA
RAN
Results
Compared
pre-pandemic
normative
data,
our
findings
revealed
lower
average
scores
subtest
(
t
−10.85;
p
<
0.001;
d
1.62)
comparable
task.
later,
same
group
still
exhibited
skills
2.87;
0.005;
0.41).
Furthermore,
word
performance
was
also
below
according
dataset
−2.69;
0.008;
0.29).
further
comparison
between
preschoolers
a
post-pandemic
from
school
setting
N
25;
mean
72.08
3.30)
highlighted
had
than
peers
12.27;
2.66).
Discussion
These
underscore
enduring
disrupted
learning
environments
pre-reading
among
preschoolers.
Consequently,
they
contribute
understanding
effects
progress
young
children.
Journal of Child Language,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 27
Published: Oct. 28, 2024
Abstract
This
retrospective
study
provides
insights
on
linguistic
development
in
exceptional
circumstances
assessing
378
children
(between
2;6
and
3;6)
who
lived
their
first
years
during
the
COVID-19
pandemic
comparing
it
with
normative
data
collected
before
this
period
(
CDI-III-PT;
Cadime
et
al.,
2021).
It
investigates
extent
to
which
was
modulated
by
a
complex
set
of
factors,
including
sex,
maternal
education,
book
reading,
language-promoting
practices,
infection,
parental
stress
sleeping
problems,
considering
three
periods
(during
lockdowns,
out
lockdowns
at
present).
The
results
show
substantial
negative
effect
both
lexical
syntactic
development.
Considering
individual
variation,
structural
equation
modelling
unveiled
scenario
age,
problems
infection
showed
direct
Maternal
education
had
an
indirect
children’s
language,
mediated
reading
respectively.
Journal of Adventure Education & Outdoor Learning,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 14
Published: Nov. 7, 2024
Education
systems
across
the
world
were
significantly
impacted
by
disruptions
of
COVID-19
pandemic.
To
accommodate
physical
distancing
requirements
mandated
public
health
authorities,
many
school
gymnasiums
co-opted
to
become
classrooms,
consequently
displacing
and
educators
teach
in
outdoor
contexts.
Through
semi-structured
interview
methods,
this
research
unpacked
perspectives
10
Canadian
educators'
experiences
teaching
outdoors
during
Findings
indicated
that:
(a)
struggled
navigate
protocols;
(b)
learning
environments
mitigated
strain
these
regulations;
(c)
contexts
benefited
wellbeing
staff
students;
(d)
there
challenges
associated
with
outdoors.
Utilizing
job
demands-resource
theoretical
framework,
study
illuminated
a
novel
concepetualization
how
spaces
served
as
both
challenging
demand,
but
also
valuable
resource
support
wellbeing.
Journal of Child Psychology and Psychiatry,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 27, 2024
A
diverse
body
of
research
conducted
since
the
start
Covid‐19
has
investigated
impact
pandemic
on
children's
environments
and
their
language
development.
This
scoping
review
synthesises
peer‐reviewed
literature
this
topic
between
2020
2023.
Following
Joanna
Briggs
Institute
methodology
PRISMA
extension
for
reviews,
we
searched
five
databases
studies
that
fulfilled
following
inclusion
criteria:
with
neurotypical
(monolingual
or
multilingual)
0‐6‐year‐old
children;
focusing
any
area
development,
including
sources
describing
literacy
educational
practices
impacted
development;
in
context
COVID‐19
pandemic,
no
restrictions
geographical
location
used
by
participants.
Ninety‐four
eligible
were
identified
review.
The
extracted
data
synthesised
using
frequency
tables
narrative
descriptions.
Eligible
a
wide
range
collection
periods,
methods,
sites,
sample
ages,
sizes,
roles
to
fulfil
15
broad
aims.
They
show
language‐learning
significantly
impacted,
variability
over
time
across
socioeconomic
spectrum.
Together
they
domains,
as
well
several
home,
educational,
demographic
factors
hypothesised
Of
those
focused
outcomes,
most
converge
suggest
decline
typical
expectations
social
communication,
vocabulary,
morphosyntax,
literacy,
schooling,
general
communication
skills,
school
readiness,
other
areas
academic
progress.
Our
synthesis
suggests
environment
COVID‐19.
will
support
families,
researchers,
practitioners,
policymakers
working
pandemic‐era
children
further
understand
effects
Frontiers in Education,
Journal Year:
2023,
Volume and Issue:
8
Published: Sept. 22, 2023
Introduction
Although
it
could
be
expected
that
the
COVID-19
pandemic
impacted
preschool
children’s
abilities
associated
with
later
reading
skills,
research
has
not
yet
addressed
topic.
Our
study
focused
on
impact
of
phonological
awareness
(PA)
and
rapid
automatized
naming
(RAN)
have
been
shown
to
reliably
predict
skills.
Methods
A
cohort
82
typically
developing
European
Portuguese
children
(mean
age
=
64.5
months,
SD
3.47),
enrolled
in
their
last
year
dramatically
affected
by
lockdowns,
were
assessed
for
PA
RAN
Results
Compared
pre-pandemic
normative
data,
our
findings
revealed
lower
average
scores
subtest
(
t
−10.85;
p
<
0.001;
d
1.62)
comparable
task.
later,
same
group
still
exhibited
skills
2.87;
0.005;
0.41).
Furthermore,
word
performance
was
also
below
according
dataset
−2.69;
0.008;
0.29).
further
comparison
between
preschoolers
a
post-pandemic
from
school
setting
N
25;
mean
72.08
3.30)
highlighted
had
than
peers
12.27;
2.66).
Discussion
These
underscore
enduring
disrupted
learning
environments
pre-reading
among
preschoolers.
Consequently,
they
contribute
understanding
effects
progress
young
children.
