Springer eBooks, Год журнала: 2024, Номер unknown, С. 1 - 34
Опубликована: Янв. 1, 2024
SN Computer Science, Год журнала: 2025, Номер 6(1)
Опубликована: Янв. 20, 2025
Язык: Английский
Процитировано
0
Early Child Development and Care, Год журнала: 2025, Номер unknown, С. 1 - 18
Опубликована: Фев. 14, 2025
Prior research on COVID-related school disruptions focused mainly primary or secondary, with limited studies kindergarten children. Using a naturalistic quasi-experimental design, we examined whether disruption during the first year of (K1) affected early numeracy, literacy, and non-academic development. We also second (K2) was more detrimental to children's A cohort K2 students from each two consecutive years (N = 235, 4–5-year-old) were recruited ten kindergartens in Hong Kong, which had long periods disruptions. One assessed just before onset COVID-19; other, one later. K1 did not affect performance at K2. In contrast, K3 showed that effect physical than disruption. Findings highlight period aspects development are particularly sensitive schooling.
Язык: Английский
Процитировано
0
Journal of Population Economics, Год журнала: 2025, Номер 38(1)
Опубликована: Март 1, 2025
Язык: Английский
Процитировано
0
Journal of Early Childhood Research, Год журнала: 2025, Номер unknown
Опубликована: Март 15, 2025
Due to the impact of COVID-19 pandemic many restrictions were placed on primary schools. The aim current study was explore young children’s play, an important pedagogical strategy for supporting socio-emotional development and learning. Teachers children aged approximately 4–8 years completed semi-structured interviews in February 2022. At this time Ireland, still place schools, had been since September 2020 when schools reopened after closures March 2020. teachers ( N = 5) responded a number questions about how they use play school, development, affected both development. Thematic analysis indicated importance within classroom at break times (recess), way which used particularly mandatory small groups or ‘pods’. These findings suggest that school disrupted as result restrictions, are discussed from ecological systems perspective. Further research is needed determine whether nearly 2 hygiene during formative period lives has lasting influence
Язык: Английский
Процитировано
0
Acta Psychologica, Год журнала: 2024, Номер 244, С. 104174 - 104174
Опубликована: Фев. 21, 2024
The COVID-19 pandemic led to temporary closures of schools in Germany that were unpredictable, either short-term or sustained over many weeks depending on local incidence rates which varied different regions time. created new stressors deliver the curriculum with reduced lessons and online teaching. also had a marked effect research schools.
Язык: Английский
Процитировано
3
International Journal of Environmental Research and Public Health, Год журнала: 2024, Номер 21(3), С. 328 - 328
Опубликована: Март 12, 2024
In September 2020, this Journal published a Special Issue (SI) entitled “Parent-Child Interactions: Paths of Intergenerational Transmission Psychopathological Risk” that included fourteen interesting articles (see here for all the manuscripts’ references: https://www [...]
Язык: Английский
Процитировано
2
Reading and Writing, Год журнала: 2022, Номер 36(2), С. 289 - 315
Опубликована: Ноя. 16, 2022
Abstract In education, among the most anticipated consequences of COVID-19 pandemic are that student performance will stagnate or decline and existing inequities increase. Although some studies suggest a in widening learning gaps, picture is less clear than expected. this study, we add to literature on effects achievement. Specifically, provide an analysis short- mid-term second grade reading Germany using longitudinal assessments from over 19,500 students with eight measurement points each school year. Interestingly, established time. Students first cohort even outperformed pre-pandemic cohorts showed tendency towards decreased variances during lockdown. The no systematic mean differences, but generally had larger interindividual differences as compared cohorts. While gender achievement gap seemed unaffected by pandemic, between without migration background widened time—though before pandemic. These results underline importance considering across cohorts, large samples, fine-grained assessments. We discuss our findings context-specific educational challenges terms practical implications for teachers’ professional development.
Язык: Английский
Процитировано
11
SSRN Electronic Journal, Год журнала: 2024, Номер unknown
Опубликована: Янв. 1, 2024
Download This Paper Open PDF in Browser Add to My Library Share: Permalink Using these links will ensure access this page indefinitely Copy URL DOI
Язык: Английский
Процитировано
1
PLoS ONE, Год журнала: 2024, Номер 19(6), С. e0303991 - e0303991
Опубликована: Июнь 14, 2024
The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school family. Several studies focused on the worldwide effects closures students’ learning outcomes, context, well-being. However, data emerging from these are often inconsistent fragmentary, highlighting need a comprehensive analysis phenomenon. This is especially urgent for countries with most severe closure, like Italy. systematic review aims to collect opinions parents, teachers, students on: other dimensions Italian primary by closures, beyond academic performance; hypothetical agreement between regarding different students; possible differences in countries. Our search was conducted using PRISMA 2020 guidelines Web Science, Pubmed, Scopus, EBSCOHost. results obtained 34 articles revealed strong concern part all stakeholders involved during pandemic, evident negative students. constraint distance led drastic change everyone’s routine, emotional young Parents teachers generally considered be ineffective education their children they encountered technical-practical difficulties use electronic devices participation activities; overall deficits students, mathematics, as confirmed INVALSI were also found. investigation reveals condition shared performance difficulty, further challenging circumstance previously at risk marginalization. Further research this field paramount identify new adequate recovery strategies.
Язык: Английский
Процитировано
1
Review of Economics of the Household, Год журнала: 2024, Номер unknown
Опубликована: Июнь 19, 2024
Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a global impact on children’s education. In Amagasaki City, Japan, elementary and junior high schools were temporarily closed for approximately three months during the pandemic. This study examines effects of COVID-19 academic performance in mathematics Japanese language among public school students Grades 1 to 8. Using data from City Survey Academic Achievement Life Conditions 2018 2021, this compares changes cohorts with without experience (the non-COVID-19 cohorts, respectively) 7 19 after closures using difference-in-differences method. findings indicate that negative was more pronounced math than language, both at closures. Math scores showed considerable decreases 0.133 standard deviations (SDs) 0.249 SDs closures, respectively, while not significantly affected but decreased by 0.113 Furthermore, significant individuals younger grades, whereas consistently across all grades. These results have important implications policymakers educators struggling overcome learning losses children caused
Язык: Английский
Процитировано
1