How Remote Learning Negatively Affected Children and Why it Matters
from The Harvard EdCast Hosted by Jill Anderson, Stephanie Jones, Emily Hanno
Before the pandemic hit, Harvard Professor Stephanie Jones and Lecturer Emily Hanno were already tracking young children's development as part of the Early Learning Study at Harvard. As the pandemic began unfolding, they started to see shifts among the thousands of families and children participating in the study. Families reported a rise in temper tantrums, anxiety, and a poor ability to manage emotions, especially among the young elementary-aged children participating in remote learning. These findings may not come as a surprise to the many families who dealt with remote learning during the pandemic. However, Jones and Hanno say children's well-being and these experience matter now even as we inch toward a possible endemic. In this episode of the EdCast, they talk about how educators and families need to invest in social emotional learning before learning loss or lost classroom time. They share ways to support educators facilitating classroom experiences for children that allow them to process the experiences they've had. They also offer easy strategies for families to check in with their young children's well-being.
Embed this episode
What this episode covers
Harvard's Stephanie Jones and Emily Hanno discuss how remote learning and the pandemic has affected children's behavior and well-being. They talk about how educators and families need to invest in social emotional learning before addressing learning loss or lost classroom time.
No transcript yet.