87 COVID-19’s Lasting Impact on Educational Advancements

Introduction

Extraordinary transformation has been brought about in the world, especially in the field of education, due to the COVID-19 pandemic. Students and educators alike had to adjust to new teaching modes as a result of the significant disruption to traditional learning approaches (Chilton et al., 2024). This disruption has hindered children’s development of critical motor abilities, in addition to affecting academic learning. Additionally, as students dealt with the difficulties of fewer in-person encounters, the move to remote learning brought attention to the growing need for assistance in the field of social development. In this chapter, I will discuss how the COVID-19 pandemic has profoundly transformed the learning environment, disrupting traditional learning methods, hindering motor skill development in children, and creating an increased need for support in social and speech development.

Connection to sts

The rapid shift to digital learning and decline in in-person interactions illustrates how technology-mediated settings might unintentionally impact key milestones such as language acquisition, motor abilities, and sociability. As young learners need multi-sensory involvement for complete development, the pandemic accelerated the adoption of internet platforms, highlighting their advantages and disadvantages. Lastly, STS framework emphasizes the need for inclusive technology in education by examining how technical solutions that lack flexibility for varying developmental requirements worsen social differences. Both science and technology played a major role in society during the COVID-19 pandemic, forever altering how we live our lives.

COVID-19’s impact today

Traditional learning methods were forgone as soon as the pandemic hit, and our world became digital. Classroom environments, once full of lively learning were replaced by virtual platforms, leaving students with little peer engagement. It was rapidly seen that online learning had many positive and negative aspects. Yes, students lost in-person engagement and the advantages of being in the classroom, but students were also found to be enjoying more time outside and understanding material almost better than before. Flipped learning was quickly put together and introduced when the pandemic hit. Students began doing the easier work individually, such as worksheets and homework. Then, the hard stuff was done in the presence of faculty and staff, so they could quickly aid the students through technology. With this flipped-learning method, it was found that students spent the majority of their time analyzing and applying their new knowledge, rather than simply remembering, as pictured below (Bergman et al., 2023). Ultimately, this shift placed new demands on both students and teachers, reshaping the role of the classroom, and redefining traditional methods of learning

On the other hand, many negative consequences were seen as a result of online learning, specifically in younger kids. For the development of fine and gross motor skills, traditional classroom activities like handwriting, physical object manipulation, and interactive play are crucial. Many kids were confined to screens as a result of the transition to digital learning, where typing and clicking took the place of hands-on exercises that are essential for motor coordination. Skills that are normally developed through in-person instruction, like precise handwriting, cutting with scissors, and coordinated movement during play, were delayed by this decrease in physical connection (Rigó et al., 2024). Given that motor skills are fundamental to cognitive and social development, educators now have the difficult task of assisting kids in catching up on these missed milestones.

Lastly, the pandemic’s transition to virtual learning has raised the need for assistance with children’s speech and social development. Kids missed vital opportunities to practice social cues, conversational flow, and interactive play, all of which are vital for developing communication skills when they were deprived of face-to-face encounters (Evans et al., 2024). Despite being helpful for continuity, video conversations frequently lack the spontaneity of face-to-face conversation and restrict nonverbal communication, which is crucial for social growth. Speech development is made more difficult by digital environments because audio distortion can limit exposure to distinct speech patterns that are essential for language learning in young children. To close these developmental gaps and aid in children’s recovery in these vital areas, there is an increasing need for treatments such as social skills workshops and speech therapy (Bivins-Hudson, 2024). In the end, there are many mixed opinions on whether or not education in the United States is on the decline after the pandemic, or just the same.

Conclusion

In conclusion, the COVID-19 pandemic has drastically impacted the world of education, which will have a lasting impact on children’s development. While providing consistency in education, the use of digital platforms exposed serious deficiencies in the conventional learning support that young kids require, especially in the areas of speech, social, and motor development (Mulkey et al., 2023). This time of change emphasizes how crucial it is to create flexible educational systems that take into consideration the many developmental requirements of young learners. To promote well-rounded growth, educators and legislators must aid in developing hybrid learning settings that combine technology with practical and social skills. By recognizing these difficulties, and incorporating these lessons, schools can better equip children with the skills and support they need in an increasingly digital world, bridging the gaps that became evident during the pandemic, and ensuring more inclusive, effective learning opportunities for all young children.

Chapter questions

• What long-term measures can educators and legislators take to address the gaps in social and emotional development brought on by the COVID-19 pandemic?
• How might technology be incorporated into educational institutions of the future to provide more flexible and robust learning environments in the event of disruptions?
• What part can communities and parents play in helping kids bounce back from the pandemic’s effects on their education and development?

Sources

Bergmann, J., Dacey, C., & de los Reyes, J. M. (2023). The Emergence of Flipped Learning Teaching Practices During the (COVID)-19 Pandemic and Its Impact on Active Learning, Engagement, and Motivation of Students and Faculty. The Journal of Faculty Development, 37(3), 76–83.

Bivins-Hudson, P. (2024, September 2). The effects of covid-19 pandemic on our 2024 kindergartners. RLS Media. https://www.rlsmedia.com/article/effects-covid-19-pandemic-our-2024-kindergartners

Chilton, J. K., Hanks, S., & Watson, H. R. (2024). A blended future? A cross-sectional study demonstrating the impacts of the COVID-19 pandemic on student experiences of well-being, teaching and learning. European Journal of Dental Education, 28(1), 170–183. https://doi.org/10.1111/eje.12934

Evans, W. N., Muchnick, K., & Rosenlund, O. (2024). Virtual Learning in Kindergarten Through Grade 12 During the COVID-19 Pandemic and Chronic Absenteeism. JAMA Network Open, 7(8), e2429569-e2429569.

Is Education in Decline? (2024). Statista. Retrieved from https://www.statista.com/chart/33184/current-and-future-quality-of-the-public-k-12-education-system-in-the-us/.

Mulkey, S. B., Bearer, C. F., & Molloy, E. J. (2023). Indirect effects of the COVID-19 pandemic on children relate to the child’s age and experience. Pediatric research, 94(5), 1586–1587. https://doi.org/10.1038/s41390-023-02681-4

Rigó, M., & Weyers, S. (2024). Child Motor Development before and after the COVID-19 Pandemic: Are There Social Inequalities?. Children, 11(8), 936.

ai use disclosure

AI Use Disclosure: I used https://copilot.cloud.microsoft/?fromcode=cmc&redirectid=74E21AC379DA4CE299398FAEE1C01430&auth=2 to aid me in writing my introduction and conclusion paragraphs of this chapter.