Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children's Socio-Emotional Well-Being

Autor/inn/en	Watts, Rachel; Pattnaik, Jyotsna
Titel	Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children's Socio-Emotional Well-Being
Quelle	In: Early Childhood Education Journal, 51 (2023) 8, S.1541-1552 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watts, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01405-3
Schlagwörter	COVID-19; Pandemics; Teacher Attitudes; Parent Attitudes; School Closing; Child Development; Preschool Teachers; Preschool Education; Kindergarten; Social Isolation; Peer Relationship; Play; Interpersonal Competence; Thinking Skills; Mental Health; Physical Activity Level; Behavior Problems; Barriers; Psychomotor Skills; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Kindesentwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Isolation; Peer-Beziehungen; Spiel; Interpersonale Kompetenz; Denkfähigkeit; Psychohygiene; Psychomotorische Aktivität; Soziale Entwicklung; Gefühlsbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01