Young Children's Learning and Development vs Mask Wearing and Non-Physical School Attendance

Autor/inn/en	Ainsa, Patricia; Rudich, Susan; Fiting, Jessica
Titel	Young Children's Learning and Development vs Mask Wearing and Non-Physical School Attendance
Quelle	In: Education, 143 (2023) 3, S.139-145 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Early Childhood Teachers; Young Children; Family (Sociological Unit); Pandemics; COVID-19; Learning Processes; Child Development; Electronic Learning; Distance Education; Academic Achievement; Social Emotional Learning; Communication (Thought Transfer); In Person Learning; Hygiene; Disease Control; School Safety; Health Behavior; Speech Skills; Language Acquisition; Emergency Programs; School Closing + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Familie; Learning process; Lernprozess; Kindesentwicklung; Distance study; Distance learning; Fernunterricht; Schulleistung; Communication; thought; Kommunikation; Gedanke; Health behaviour; Gesundheitsverhalten; Mündliche Leistung; Sprachfertigkeit; Sprachaneignung; Spracherwerb; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	Because of the pandemic and its restrictions on children, a professor and two graduate students employed in early childhood intervention investigated teachers and families in three states to determine if learning and development are affected by inability to physically attend school. The authors also explored if and how academic and social-emotional learning and communication is affected by the wearing of masks when in-person learning resumed. Results indicated both learning and behavioral differences in young children due to inability to physically attend school. Results also indicated that mask wearing had detrimental effects on learning and behavior. Teachers and parents indicated that by the wearing of masks, developmental speech and language were the most affected areas. Finally, authors solicited and reported successful intervention techniques. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovationaustin.com/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01