Psychological and Socio-Emotional Impacts of the COVID-19 Pandemic on School Children

2022 ◽  
pp. 117-131
Author(s):  
Akanksha Srivastava ◽  
Disha Maheshwari ◽  
Archana Dwivedi
Keyword(s):  
Interpersonal Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Aspect ◽  
Emotional Aspects ◽  
Different Dimensions ◽  
Emotional Effects

Educators address teaching and learning within multiple social contexts. Interpersonal relationships and communication are critical to both the teaching and learning processes and students' social-emotional development. The psychological and socio-emotional aspects of development attained through the teaching and learning process enable students to utilize the skills and knowledge to understand and manage emotions and set desired positive goals. The socio-emotional aspect helps to establish and maintain positive relationships with peers and society. This chapter addresses the problems in the field of teaching arising out of COVID-19, with a specific focus on the socio-emotional aspect of school-going children in India. This chapter provides an overview of different dimensions of the teaching and learning process in COVID-19. It brings forth a few recommendations to prevent the negative psychological and socio-emotional effects of COVID-19 on students and teachers.

Bridging the Gap with Distance Education Students

2014 ◽  
pp. 294-307
Author(s):  
Alaattin Parlakkilic
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Theoretical Models ◽  
Education Students ◽  
Sense Of Presence ◽  
Emotional Aspects ◽  
Different Dimensions ◽  
Being There ◽  
Behavior And Cognition

Presence, a sense of “being there,” is critical to the success of designing, teaching, and learning at a distance using both synchronous and asynchronous (blended) technologies. Until recently, presence has been defined and discussed in terms of behavioral or cognitive theory. Emotional aspects of presence have been largely ignored. A theory of presence must incorporate emotions and take into consideration their interaction with behavior and cognition. In order to create, convey, and/or experience a sense of presence, it is necessary to become familiar with and take into consideration the types, modes, determinants, and dimensions of presence. In addition, it is important to recognize that when others sense your existence, it may enhance your individual sense of presence and your differentiation of self and experience of self. Further, continuing to experience and practice with technologies, in groups and sharing with others, a sense of presence will most likely increase. Presence will also be affected by expectations based on prior experience; as expectations rise, it refines ways in which presence can be experienced. Throughout this process, trust and support are critical. The concept of presence has been conceptualized differently across various theoretical models. Different dimensions of the presence in the literature can be grouped in three main categories as (place) presence, social presence, and co-presence. Presence is explored in this chapter.

scholarly journals BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM

2021 ◽  
Author(s):  
Maya Wizel ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Formal Education ◽  
Life Experiences ◽  
Nonformal Education ◽  
Real Life ◽  
Social Emotional ◽  
Education Systems ◽  
Youth Movement ◽  
Education Leaders ◽  
Emotional Aspects

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.

scholarly journals PENTINGNYA KETERLIBATAN ORANG TUA DI LEMBAGA PAUD DALAM MENSTIMULASI PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

2021 ◽  
Vol 4 (2) ◽  
pp. 109-115
Author(s):  
Evi Desmariani ◽  
Muzayyanah Muzayyanah ◽  
Jendriadi Jendriadi ◽  
Widdya Rahmalina
Keyword(s):  
Parental Involvement ◽  
Community Service ◽  
Learning Process ◽  
Emotional Development ◽  
School Administration ◽  
Early Age ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Questions And Answers ◽  
At Home

There are still many parents who take their children to go to kindergarten institutions with the aim that their children can learn to read, write, count and be good at (reading) the Koran. Like what happened in Hauriyah Halum Integrated Kindergarten. Since the learning process is implemented, parents only fulfill all the needs of the children requested by the institution for the learning process including completing school administration. After that, the parents are only tasked with taking the child to school in the morning and picking up the child from school after the learning process, and sometimes asking how many stars the child's work got. Parents do not think at all about the child's behavior while at school, such as annoying friends, making noise during the learning process, hitting friends, and saying bad words to friends. This is often conveyed by the teacher every time the child comes home from school with the hope that the parents advise the child while at home. However, every day there is no visible change and even more protracted. For this reason, it is necessary to do counseling on the importance of parental involvement in kindergarten institutions in stimulating children's socio-emotional development from an early age. Therefore, it is necessary to carry out community service in the form of counseling. The extension method is in the form of lectures and questions and answers. This community service aims to ensure that teachers always involve parents in educating children, especially in stimulating children's social-emotional development from an early age. So that children can follow the learning process and behave well to teachers and friends while they are at school. As a result of this community service, it is hoped that all parents can train themselves or get used to behaving well in front of children at all times while at home as teachers have been accustomed to while the child is in school.

scholarly journals COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN

2019 ◽  
Vol 5 (1) ◽  
pp. 59-65
Author(s):  
Sri Tatminingsih
Keyword(s):  
Learning Process ◽  
Emotional Development ◽  
Social Life ◽  
Educational Games ◽  
Large Trial ◽  
Trial Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Ability

The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development.  The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students.  The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.

scholarly journals A Educação Infantil no Contexto da Pandemia: O Processo Ensino e Aprendizagem fora das Escolas / Early Childhood Education in the Context of the Pandemic: The Teaching and Learning Process Outside Schools

2021 ◽  
Vol 15 (57) ◽  
pp. 808-815
Author(s):  
Cosma Maria De Brito ◽  
Francisca Ivoneide Benicio Malaquias Alves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpersonal Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Security Protocol ◽  
Educational Context ◽  
Childhood Education ◽  
The Face ◽  
Qualitative Nature

Resumo: A pandemia do Covid-19 trouxe notórias mudanças por todo o mundo, refletindo principalmente no contexto educacional, ao se ter como protocolo de segurança o fechamento das escolas, o que ocasionou o afastamento dos alunos de todas as fases de ensino, incluindo o Ensino Infantil. No que diz respeito ao Ensino Infantil se pode mencionar os impactos sentidos por essa modalidade de ensino, uma vez que a criança no seu processo de ensino e aprendizagem necessita do auxilio do professor de maneira presencial, por isso as formas de ensino surgidas no período de pandemia não se mostraram eficazes no Ensino Infantil, visto que o ensino remoto não contempla todas as dificuldades do alunado. Neste contexto, a escolha do tema se deu com o objetivo de analisar quais as mudanças referentes ao Ensino Infantil durante a pandemia da Covid-19, verificando assim como se deram as aulas durante esse período. A metodologia adotada foi uma pesquisa bibliográfica, de cunho qualitativo, que usou da pesquisa através de publicações para realizar o trabalho. A pesquisa apresentou como resultados diversas informações que sustentaram a hipótese levantada, de que as crianças tiveram notórias dificuldades em se adaptar as aulas remotas, levando em consideração o fato de que a escola não é um espaço apenas para a transmissão de conteúdos, sendo também o ambiente propicio para o desenvolvimento das relações interpessoais. Conclui se por tanto que no que tange o Ensino Infantil, as consequências do distanciamento das escolas, mesmo em face do cenário pandêmico, se tornam ainda mais atenuadas, uma vez que essas consequências quando não trabalhadas para serem revertidas, podem retardar todas as fases de ensino.                                                                                        Palavras-Chave: Educação; Ensino Infantil; Pandemia. Abstract: The Covid-19 pandemic brought notorious changes around the world, reflecting mainly in the educational context, by having as a security protocol the closing of schools, which led to the removal of students from all stages of education, including Kindergarten . With regard to Early Childhood Education, the impacts felt by this type of teaching can be mentioned, since the child in their teaching and learning process needs the help of the teacher in person, so the forms of teaching that emerged in the period pandemic did not prove effective in Kindergarten, since remote teaching does not cover all the difficulties of the students. In this context, the choice of the theme was made with the objective of analyzing the changes related to Kindergarten during the Covid-19 pandemic, thus verifying how the classes were held during this period. The methodology adopted was a bibliographical research, of a qualitative nature, which used the research through publications to carry out the work. The research presented as results several information that supported the raised hypothesis, that the children had notorious difficulties in adapting to remote classes, taking into account the fact that the school is not only a space for the transmission of content, but also the favorable environment for the development of interpersonal relationships. It is therefore concluded that with regard to Early Childhood Education, the consequences of distancing schools, even in the face of the pandemic scenario, become even more attenuated, since these consequences, when not worked to be reversed, can delay all phases of teaching.                                                                                                     Keywords:Education; Kindergarten; Pandemic. 

scholarly journals Developing The Participative and Collaborative Scientific Writing Materials to Develop The Students' Social and Emotional Intelligence

2021 ◽  
Vol 25 ◽  
pp. 840-846
Author(s):  
Supriyadi Supriyadi
Keyword(s):  
Emotional Intelligence ◽  
Learning Process ◽  
Teaching And Learning ◽  
Scientific Writing ◽  
Social Emotional ◽  
Teaching Materials ◽  
Study Program ◽  
Research Results ◽  
Analysis Technique ◽  
Materials Used

The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.

scholarly journals Mengulas Dan Memahami Kinerja Guru

JURNAL LUXNOS ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 267-276
Author(s):  
Nehemia Nome
Keyword(s):  
Interpersonal Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Qualitative Approach ◽  
Teaching Skills ◽  
Scientific Review ◽  
Teaching Activities

Abstract: This study discusses how to understand teacher performance in a simple yet scientific review. Using a qualitative approach, the researcher found that the teacher's performance in this study was a success achieved by the teacher in teaching activities or the teaching and learning process. The teacher's performance can be seen from the skills in making teaching plans. Teaching skills and the ability to build interpersonal relationships. Abstrak: Penelitian ini membahas tentang bagaimana memahami kinerja guru dalam sebuah ulasan sederhana namuan ilmiah. Menggunakan pendekatan kualitatif, peneliti menemukan bahwa kinerja guru dalam penelitian ini adalah suatu keberhasilan yang dicapai guru dalam aktivitas mengajar atau proses belajar mengajar. Kinerja guru ini terlihat dari keterampilan membuat rencana pengajaran. Keterampilan mengajar dan kemampuan membina hubungan antar pribadi.

Where Are the Voices of Adolescents? An Examination of Adolescent Cochlear Implant Users' Socio-Emotional Development

2009 ◽  
Vol 10 (4) ◽  
pp. 123-126
Author(s):  
Christy M. Neria
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Emotional Development ◽  
Emotional Responses ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Emotional Effects

Abstract The advancement of cochlear implant technology has led researchers to focus on its functionality, rather than the socio-emotional effects cochlear implants may have on young recipients. This paper will examine recent research on social-emotional development of cochlear implant recipients while discussing the importance of exploring the social emotional responses of adolescents with cochlear implants.

scholarly journals Perkembangan Aspek Sosial-Emosional dan Kegiatan Pembelajaran yang Sesuai untuk Anak Usia 4-6 Tahun

2018 ◽  
Author(s):  
Ina Maria ◽  
Eka Rizki Amalia
Keyword(s):  
Emotional Development ◽  
Golden Age ◽  
Learning Activities ◽  
Early Age ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Library Research ◽  
The Future ◽  
Emotional Aspects ◽  
Children's Development

Social-emotional development is one of the most important developmental aspects for every child because it is one of the determinants of his success in the future. Early age is a golden age for every aspect of development, including social-emotional aspects. Therefore, the process of children’s development must always be considered in order to run optimally. This is a library research with the purpose to explain; 1) the theory of social-emotional development, 2) the characteristics of social-emotional development of children aged 4-6 years, 3) resilience in children, and 4) learning activities suitable for children aged 4-6 years in optimizing their social-emotional development. Explanation of the four main topics discussed above will greatly help parents and teachers in understanding and improving children's social-emotional abilities.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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