Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic

Poletti, Michele

doi:10.1016/j.tine.2020.100140

Cited by 41 publications

(39 citation statements)

References 26 publications

(29 reference statements)

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“…The shutdown required teachers, students and parents to rapidly adopt to a new homeschooling situation, lasting from a few weeks to several months, depending on governmental policy. While the full consequences of this outage will take years or even decades to unfold, preliminary data highlight immediate effects on student's academic performance and well-being [1][2][3][4][5][6][7][8][9][10][11][12]. However, little is known about the pandemic's impact on the performance of K-12 students in online learning environments-educational tools that became popular complements to traditional classroom work over the past years.…”

Section: Introductionmentioning

confidence: 99%

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the Covid-19 pandemic

Spitzer¹,

Musslick²

2020

Preprint

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The shutdown of schools in response to the rapid spread of COVID-19 poses risks to the education of young children, including a widening education gap. In the present article, we investigate how school closures in 2020 influenced the performance of German students in a curriculum-based online learning software for mathematics. We analyzed data from more than 30,000 K-12 students who computed over 800,000 mathematical problem sets before and during the shutdown, and found that students’ performance increased during the shutdown of schools in 2020 relative to the year before. Our analyses also revealed that low-achieving students showed greater improvements in performance than high-achieving students, suggesting a narrowing education gap. We conclude that online learning environments may be effective in preventing educational losses associated with current and future shutdowns of schools.

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Section: Introductionmentioning

confidence: 99%

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the Covid-19 pandemic

Spitzer¹,

Musslick²

2020

Preprint

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“…This was accompanied by a sense of commitment to play and discussion of the potential role of play in child development, wellbeing and resilience. For educational policy, such findings reflect broader calls within the literature to capitalise on the growing momentum for play and ensure it remains at the forefront of education and policy development in planning for education postpandemic (Colao, 2020;Poletti, 2020) as well as attempting to deal with any adverse impacts on children's wellbeing due to the pandemic.…”

Section: Implications For Practice and Researchmentioning

confidence: 70%

Play in early childhood classrooms during COVID-19

O’Keeffe¹,

Mcnally²

2021

Preprint

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The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ practices surrounding play upon returning to school in Ireland after lockdown restrictions which included a six-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, this qualitative study examined the practices of 12 primary school teachers in early childhood classrooms (children aged 3-8 years). Through reflexive thematic analysis of three focus groups, four themes were identified that encapsulated teachers’ practices regarding play in the early childhood classroom upon returning to school following school closures: 1) play was more organised and structured (i.e. teachers planned for play); 2) teachers incorporated COVID-19-specific regulations around health and safety into play practices (3) play in the classroom embodied similar characteristics and qualities as pre-COVID-19; and 4) play was a recognised priority in the early childhood classroom. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and indicate that play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.

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“…Wirtschaftliche Abschwünge und Arbeitslosigkeit aufgrund des Lockdown werden mit einer verminderten psychischen Gesundheit von Erwachsenen in Verbindung gebracht, die sich auch auf die psychische Gesundheit von Kindern und Jugendlichen ungünstig auswirken kann [27]. Langfristig führen die genannten gravierenden Auswirkungen auf Gesundheit und Bildung zu anhaltenden sozioökonomischen und Mortalitätsunterschieden zwischen Arm und Reich [6,83,113].…”

Section: Bildungsverlust Vergrößerung Des Ses-gefälles Wirtschaftliche Not Und Ungleichheitunclassified

Öffnet die Schulen!

Spitzer¹

2021

Nervenheilkunde

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Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic

Cited by 41 publications

References 26 publications

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the Covid-19 pandemic

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the Covid-19 pandemic

Play in early childhood classrooms during COVID-19

Öffnet die Schulen!

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