Pandemic Problems: Exploring Pre-Kindergarteners' Academic and Social-Emotional Skills Following COVID-19 School Closures

• In Event: Braving the Challenges of the Pandemic: Research on Navigating Learning Environments in Times of Emergency

Abstract

More than 90% of children experienced disruption to schooling because of COVID-19 (UNESCO, 2020). Research is needed to evaluate the impact of school closures on children, whether impacts were the same for all, and how children were supported during the closure. We performed a study of pre-kindergarten students prior to COVID-19 and resulting school closures. Teachers completed surveys on children’s academic and social-emotional skills, their instructional experiences addressing COVID-19, and the frequency and types of interactions with students. Students from diverse racial/ethnic groups had lower ratings on academics. The most common types of contact were in-person video-chats and pre-recorded lessons. Children from racial/ethnic minority groups more frequently had no contact with their teachers and fewer in-person video-chats and pre-recorded lessons.

Authors

• Erica Smolinski, University of Georgia

• Kristen L Bub, University of Georgia

• Stacey M. Neuharth-Pritchett, University of Georgia

• Sofia Hirt, University of Georgia