The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

Abstract

In an effort to combat the COVID-19 pandemic, various public health measures have been implemented worldwide. In most countries, preschools and kindergartens closed down, visiting playgrounds and other public spaces was prohibited, and socialdistancing was enforced. These measures resulted in severe changes in the day-today lives of children in age groups 3 to 8, with social interactions being limited almost exclusively to the immediate family. We present a commentary to explore the potential role of technology and government in promoting social-emotional learning during the COVID-19 pandemic and beyond. A focus on technology that promotes appropriate social and physical experiences for young children is necessary, and we hope that our thoughts and selected examples can provide new insights for key stakeholders. CCS Concepts: • Social and professional topics → Children; User characteristics; Age;

Social-Emotional Learning And The Personal Well-Being Of Kindergarten Teachers

“…However, the COVID pandemic has challenged the kindergarten teachers' coping strategies with emotional and technological pressures. Emotionally, they faced situations of uncertainty, as did the whole society, while conducting remote learning in parallel with taking care of their children at home and dealing with technological tools which were not adapted to early childhood education (Goagoses et al, 2020). Studies have shown that kindergarten teachers with strong personal and professional well-being function better in the kindergarten, interact better with children, and retain their jobs in the education system.…”

The show must go on! Strategies for making and makerspaces during pandemic

“…Experimenting with remote support for children and their parents at home . One possibility is to work with family groups where parents, acting as proxies, support children’s work, as is oftentimes the case also with online schooling during the pandemic ( Goagoses et al, 2020 , Antle and Frauenberger, 2020 ). Participation of parents as collaborators or proxy-instructors is a valuable opportunity for continuing the digital fabrication and making education.…”

Revisiting School Culture

“…Most research studies explored the wider effects on the social and emotional learning of children of the use of technology, such as mobile telephones or social robots; however, there are few researches addressing young children in general (Goagoses et al 2020). Schools have invested on tangible technologies and invested applications catered for children such as PlayPal, applications which encourage physical activities that are widely being used by educators during their online classes (Frauenberger, 2016).…”