Reflections on early childhood education in the COVID-19 pandemic

Amorim, Liromaria Maria de; Júnior, Jucier Gonçalves; Neto, Modesto Leite Rolim; Lima, Nádia Nara Rolim; AraújoTeixeira, Saulo; Moreira, Jorge Lucas de Sousa

doi:10.1016/j.pedn.2021.12.031

Cited by 5 publications

(6 citation statements)

References 3 publications

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“…The participants also identified the benefits of employing music as relation building tool, extending that it not only helped build social networks but also communities of learning. These findings support the idea that integrating music into mainstream teaching and learning on a global level has the potential to support United Nations mandates around school engagement and lifelong learning (de Amorim et al, 2022).…”

Section: Discussionsupporting

confidence: 78%

“…Released over 25 years ago, Article 28 of the United Nations Convention on the Rights of the Child (UNCRC) states that "state parties recognize the right of the child to education, with a view to achieving this right progressively and on the basis of equal opportunity" (UNCRC, 1989). Further, in the wake of unprecedented school closures due to COVID-19, the United Nations has predicted that school dropout numbers will climb well above the already high pre-pandemic figures, and presents a key challenge for our global society going forward (de Amorim et al, 2022). In this climate, school dropout presents a major and current concern for countries across the economic spectrum, from low gross domestic product (GDP) countries like Uganda (Gilligan et al, 2022), to countries in Scandinavia which have some of the highest GDP per capita in the world.…”

Section: Global Education and The Crisis Of School Engagementmentioning

confidence: 99%

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Exploring the Potential for Music Therapy to Support 21st Century Education Goals

Krüger

Crooke

Solberg

et al. 2023

Voices

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School engagement is a global crisis predicted to intensify in the context of COVID-19. As a consequence, education agendas have increasingly adopted whole-child and inclusive approaches, leading to new mandates and curriculums designed to curb the associated individual and social outcomes of school dropout. Yet, teachers are often left to implement these initiatives with little to no support, and within the context of competing neoliberal aims. The subsequent pressure on teachers undermines whole-child and inclusive approaches, and has led to calls for increased teacher support. This includes support in novel teaching and learning approaches which meet the needs of a greater range of students. To investigate the potential role that music can play in this space, the present paper explores the experiences and attitudes of six Norwegian educators who attended two university-accredited continuing education courses on the use of music therapy with adolescents. Interviews sought to explore whether teachers gained new insights into the use of music in the contemporary Norwegian school context. Results showed that teachers did grow their understanding of how music can be used in schools, with a focus on the ability to use music to teach the new Norwegian curriculum. Findings also revealed the challenges faced by teachers wanting to use music in this way. Overall, results suggest music does offer great potential in contemporary school contexts, particularly when its implementation is informed by music therapy theory. Findings have implications for schools, educators, and policymakers.

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Section: Discussionsupporting

confidence: 78%

Section: Global Education and The Crisis Of School Engagementmentioning

confidence: 99%

Exploring the Potential for Music Therapy to Support 21st Century Education Goals

Krüger

Crooke

Solberg

et al. 2023

Voices

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“…The emergence of the coronavirus pandemic in Wuhan, China in late 2019 posed a significant threat to human life and rapidly disseminated across global regions. On March 11, 2020, the World Health Organization (WHO) officially classified the ongoing outbreak as a worldwide emergency, designating it as a pandemic (WHO, 2020, as referenced in de Amorim et al, 2022). The coronavirus is a viral virus that induces respiratory illnesses and is primarily spread through droplet and contact -based mechanisms.…”

Section: Introductionmentioning

confidence: 99%

Academicians' Views on Foreign Language Teaching: Online Distance-Learning Versus Face-to-Face Instruction

Aydın,

Genç

2024

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The objectives of this study are to examine the challenges faced by academics teaching foreign languages (Arabic and English) via distance education, in comparison with face-to-face instruction; and to suggest strategies and solutions for managing the challenges and difficulties encountered in an online-teaching platform. The recent Covid-19 pandemic provided a real life lab experiment from which to glean information and draw lessons from, given that online distance learning was primarily utilized during the pandemic to facilitate uninterrupted education. Accordingly, 77 academics providing foreign language education remotely during the pandemic were interviewed. These interviews were conducted in the fall semester of the 2022-2023 academic year. The survey questions were developed by the authors, based on established methods. Open-ended questions were developed as an online data collection tool, and data were obtained with a semi-structured interview form (aptly named "The problems faced by instructors teaching foreign languages in Arabic and English during the Covid-19 pandemic"). This study employed a qualitative research method and utilized a phenomenological design that was structured based on this research method. This technique is based on the idea that teaching should be functional, and that the degree of efficacy with which specific learning functions are achieved should be observable and subject to evaluation. The findings of this study suggest that face-to-face education is more effective than distance education, with regard to learning functionality. However, the study also finds that combining online distance learning with face-to-face instruction (i.e. hybrid teaching) appears to elevate learning functionality to an even greater extent. With regard to distance learning alone, the most common problem experienced and thus the greatest perceived challenge to educators was a lack of student interest and motivation. Additionally, assessment and evaluation of student performance in online environments were found to be not sufficiently accurate. The consensus opinion of the survey respondents is that hybrid teaching approaches offer greater effectiveness with regard to both the stimulation of student-interest and more accurate assessment of student performance.

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“…Furthermore, it has been argued that while the COVID-19 pandemic did not cause inequalities within the education system, it has widened them significantly (De Amorim et al, 2022;EEF, 2020;WHO, 2020). For example, Davies et al (2021) found that children from less affluent backgrounds who lost access to ECEC settings during the pandemic were disproportionately disadvantaged.…”

Section: Introduction Impact Of Covid-19 On Children Aged Under Fivementioning

confidence: 99%

A Delphi Study to identify strategies to mitigate the adverse impact of COVID-19 on children under the age of five in Wales

Knight,

Tyrie,

Crick

et al. 2023

WJE

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The COVID-19 global pandemic has caused widespread impact on education across all settings and contexts, including early childhood education and care (ECEC). In Wales, it is estimated that roughly three-quarters of children under the age of five (c.155,000 children) were impacted by the closure of ECEC settings. While literature is still emerging on the long-term impact of the pandemic on children under five, little research has explored the potential strategies to mitigate these adverse impacts. This research project used the Delphi method to investigate what experts and ECEC practitioners believe are the most effective strategies to mitigate the adverse impact of the pandemic on children under five, using Wales as a national-level case study. Between May and September 2021, three consecutive surveys were distributed to study participants, who were identified as ECEC experts (n=39). Furthermore, alongside the traditional Delphi study a one-off anonymous online survey was also sent to the wider ECEC practitioner community in Wales (n=378). The dominant theme within the strategies suggested by the study participants was the importance of high-quality play experiences. The importance of universal provision and quality support for practitioners and families was also highlighted. These themes were dominant in both expert and practitioner groups, despite consensus not being found between them. This paper presents and critically explores these identified themes, providing the foundation for replication and portability of this work and its outcomes to ECEC settings in other nations and jurisdictions.

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Reflections on early childhood education in the COVID-19 pandemic

Cited by 5 publications

References 3 publications

Exploring the Potential for Music Therapy to Support 21st Century Education Goals

Exploring the Potential for Music Therapy to Support 21st Century Education Goals

Academicians' Views on Foreign Language Teaching: Online Distance-Learning Versus Face-to-Face Instruction

A Delphi Study to identify strategies to mitigate the adverse impact of COVID-19 on children under the age of five in Wales

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