Children's ideas about COVID-19 and learning loss: Interviews with 10 second-graders

In 2020 and 2021, there has been extensive scholarly and popular discussion about children's learning loss due to COVID-19 and its related school closures. This conversation generally overlooks the voices of young children. This study, set in a US context where children spent a year or more attending school exclusively remotely, reports from interviews with 10 second-graders about how they conceive of loss related to COVID-19 and particularly what it might mean to lose learning. The study finds that the children have extensive ideas about what it means to lose something tangible or intangible, and that their theories about loss are based in well-understood personal experience. It also shows how children use loss narratives to make sense of sociopolitical events and concepts in the world around them, and it offers the possibility that the upheaval wrought by COVID-19 has helped some children become quite emotionally aware and able not only to tolerate but also adaptively defend against difficult feelings. The article emphasizes the importance of foregrounding children's ideas and voices in making sense of their educational experiences. [ FROM AUTHOR] Copyright of Contemporary Issues in Early Childhood is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Assessment Model of Islamic Religious Education in the Psychomotor Domain during the COVID-19 Pandemic in Indonesia

Purpose: This research aimed to map the implementation of the assessment of Islamic Religious Education (commonly known as PAI) learning outcomes in the psychomotor domain during the COVID-19 period in Indonesia. Method: This is a qualitative research conducted through case studies with three data collection methods: observation, interviews, and documentation. Findings: The results of the study showed that the implementation of Islamic Religious Education learning during the COVID-19 period can be seen in three phases: in the first phase, the implementation and assessment of learning related to the psychomotor domain cannot be accommodated by Indonesian schools;the second phase was indicated by the implementation and assessment of online learning fully;and the third phase focused on the online-offline combination mode when online platforms such as Zoom, and WhatsApp were used and assessment of learning outcomes was dominated by performance tests and portfolios through video, audio, and other student products;while the off-line assessment mode focused on hands-on practice. Implications for Research and Practice: despite its limitations, this research provides lessons and insights especially for policymakers to anticipate similar events, such as the COVID-19 pandemic, with learning programs and assessments that are more effective, adaptive, and easy to implement by teachers, especially in the psychomotor domain. Planned and measurable policies will reduce negative impacts on students, such as learning loss, which is happening at this time. © 2022 Ani Publishing Ltd. All rights reserved.

The impact of the COVID-19 pandemic on children's learning and wellbeing: Evidence from India.

We study the impact of the COVID-19 pandemic and associated school closure on primary school children's learning and mental wellbeing in Assam, India. Using a comprehensive dataset that tracked and repeatedly surveyed approximately 5000 children across 200 schools between 2018 and 2022, we find that children lost the equivalent of nine months of learning in mathematics and eleven months in language, during the pandemic. Children lacking resources and parental support experienced the largest losses. Regular practice, teacher interaction, and technology were associated with less learning loss. Over the same period, children's psychological wellbeing improved. Our research provides valuable insights for designing post-emergency programs.

Be prepared: online school experience and student achievement during the pandemic

During the COVID-19 pandemic it was clear that not all schools were equally prepared to adapt to the challenges of online learning. While many traditional public schools struggled to transition to remote teaching, cyber charter schools-which already had experience with full-time online learning-appeared to demonstrate superior academic performance and less learning loss. This success may be due in part to the greater experience of these schools with online teaching, as well as that the type of student enrolling in cyber charters changed. Further research and external peer review is necessary to confirm the validity of these findings, but in the face of uncertainty and change, it is essential that we approach education with an open mind and a willingness to consider all perspectives in order to find solutions that truly benefit our students.

Establishing a context for the examination of learning loss by special populations

School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the "COVID slide." Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.

The Impact of Post-Pandemic Learning Loss on Education Development: A Systematic Review

The Covid-19 pandemic constituted a critical issue for education, impacting the teaching-learning processes. Educational institutions, families and teachers faced unique challenges to ensure quality education supported by the Internet and technology. This study aims to review the latest literature on learning loss in different contexts to understand how this phenomenon could potentially impact the educational development due to the lack of technological and digital possibilities for learning. We found that even though the learning loss occurred during periods of physical disconnection between teachers and students, the pandemic resulted in an unexpected shock in which the gap between them was digital. This study underlines the factors contributing to this digital learning loss, on which educational and governmental agencies should focus on media literacy to prevent the absence of technological resources, the limited involvement of the family, and the lack of digital competences of the citizenship.

Assessing behavioral learning loss: measurement and treatment Issues in the time of COVID-19

To date, most studies seeking to explore the impact of COVID-19 school closures on student outcomes have focused on cognitive/academic losses. This study explores changes in adaptive behaviors experienced by children and youth with autism spectrum disorders or other developmental disabilities when in-person, one-to-one behavior training was converted to telehealth delivery. Participants in this study were rated on the Adaptive Behavior Assessment System, 3rd Edition (ABAS-3) at three data points: pre-COVID;six months after COVID closure;and 12 months after COVID closure. ABAS-3 standard scores were evaluated to determine any losses or gains in adaptive behavior that occurred during the COVID shutdown of in-person programming. Issues related to assessment of behavior and delivery of telehealth programming are discussed. © 2023 Taylor & Francis Group, LLC.

The Longer Students Were Out of School, the Less They Learned

COVID-19 led to school closures and emergency remote learning. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures – stringency of lockdown and vaccination – and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1% of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Learning loss: Impact of the COVID-19 pandemic on the students' psychosocial condition

Learning loss occurs when students lose knowledge and skills generally or specifically or there is an academic impediment due to prolonged gaps or the discontinuation of the educational process. This study aims to examine learning loss during and after the COVID-19 pandemic and its psychological impact on students. Qualitative research was carried out comprehensively in schools in Indonesia by conducting interviews with teachers who were selected as the subjects of this research. The results of this study indicated that there was a learning loss during and after the COVID-19 pandemic and had an impact on students' psychological conditions in learning. Therefore, this research implies that teachers must consider the conditions of student learning loss and always try to find the right solution to improve students' abilities to reduce the learning loss. © 2023 by the authors;licensee Asian Online Journal Publishing Group.

Mitigating learning disruption: School leadership sensemaking and preparation for blended and remote learning during COVID-19 school closures

School closures resulting from the global COVID-19 pandemic had deleterious effects on student learning requiring continuous school improvement efforts to recover from the learning loss. This study investigated the level of preparedness of K-12 school leaders for the implementation of blended or remote instruction in an online environment during the pandemic. This entailed how principals and assistant principals evaluated teacher pedagogy in their school communities, while using their lived instructional leadership experiences to reduce the uncertainty, chaos, and student learning disruption that was exacerbated by the coronavirus pandemic. The director of a New York City principal leadership pipeline program for aspiring school leaders and four school leaders were interviewed about their level of preparedness to implement online instruction. Participants reported inconsistent professional learning to support the implementation of online instruction. Asynchronous virtual professional learning modules were designed and disseminated to the participants to strengthen their pedagogies using an online instructional delivery method. In addition, a rubric to gauge non-evaluative online teaching was introduced. The effectiveness of the intervention was evaluated for the online modules, revealing participant satisfaction with the professional learning modules and change agency for the participants and their school communities. These findings can inform school leaders on how to support online instruction in their school communities and approaches to mitigating student learning disruption in an online environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Early Childhood Learning Losses during COVID-19: Systematic Review

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others. © 2023 by the authors.

Children's Future Adversity: Learning Loss Risk during Online Learning in Covid-19 Pandemic

School closure policies during the covid-19 pandemic have changed from face-to-face to online learning. This change inevitably impacts the unpreparedness of schools, parents, and students in managing learning, which may cause learning loss in children. On its official page, the Indonesian Ministry of Education stated that due to the covid-19 pandemic, the implementation of online learning had caused a significant learning loss. This study analyses the risk of learning loss due to online learning in Indonesia in terms of children's future adversity. This study used a qualitative descriptive method with survey techniques using Google Form and data analysis used the Miles and Huberman model through three stages: reduction, display, and data verification. This study involved 1229 elementary school students spread over 82 cities from 34 provinces in Indonesia. The results showed that there has been learning loss in children in the form of low academic and life skills achievement indicated by difficulty in understanding subject matters (cognitive domain), lack of confidence in expressing opinions (affective domain), and difficulty in accomplishing projects or learning tasks (psychomotor domain). The implication of learning loss is the decline in the quality of abilities, academic achievement, competitiveness, and welfare of children in the future. The results of this research could be recommended as a reference for educational practitioners and insights for future research. © 2023 Eskisehir Osmangazi University. All rights reserved.

Enabling Genuine Connections in a Digital Learning Environment for Students Through Information Communication Technologies

This study introduces initial results concerning a collaborative learning mobile application to mitigate 8th-grade students' learning loss and learning variability. COVID-19's impact on the education system and its shortcomings before, during and after the pandemic was the starting point of this study. The interactive system's concept and design are derived from a collaborative reflection expressed on the school community's daily needs while teaching and learning during the unpredictable circumstances created by the pandemic. Also, by a state-of-the-art comparison of the scarce K-12 e-mentoring systems in combination with the ubiquitousness of various technological mediums, namely mobile devices like smartphones, and their fundamental role in e-mentoring programs could create successful bonds based on knowledge transmission. The OWL CLUB mobile application seeks to curate the knowledge exchange in a more humane and positive digital experience in an educational community. It also allows for creating and growing a space that encourages new genuine connections in a digital positive learning environment for students and their community. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

The impact of the COVID-19 pandemic on youth and families

COVID-19 and associated shutdowns have had numerous, negative, physical and mental health effects on families and children. These effects were disproportionately experienced by groups marginalized prior to the pandemic's onset, including BIPOC families, those living in communities characterized by higher levels of poverty, and those with children with special educational and health needs. Thus, the pandemic has dramatically widening pre-existing social, health, and educational disparities. This chapter reviews this literature, and provides recommendations for future research and policy. © 2023 Elsevier Inc. All rights reserved

Defining learning loss in relation to the COVID-19 pandemic

The COVID-19 pandemic closed schools across the country, limiting access to instruction and resulting in learning loss. In this article, we define learning loss and describe the history and complexity of its impact on students. [ FROM AUTHOR] Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Conditions of distance learning and teaching and their relation to elementary school children's basic number skills after the suspension of face-to-face teaching during the COVID-19 pandemic

The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children's academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the conditions of distance learning has impacted children's development of basic number skills. In this paper, descriptive information on children's home learning conditions and teachers' distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51.2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers' distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching. Copyright © 2023 Orbach, Fritz, Haase, Dowker and Räsänen.

The COVID-19 learning loss: Fact or stigma?

Herein, we provide strategies to help build support, enhance well-being, and promote innate student resilience. The learning loss discourse contributes negatively to the stigma children already experience and may further shape educator biases. Fortunately, the ecological lens of the school social worker (SSW) offers a framework to counteract the deficit-based constructions of youth through schoolwide support with a structural emphasis. Further, we align with those emphasizing the need for a paradigm shift in our understanding of student development. For instance, all students have innate capacities to be resilient, yet we continue interacting with them through deficit-based frameworks. This paradigm shift in how we observe, interact, and engage with students is of paramount importance. Framing youth positively rather than as "at risk" can help to nurture innate student capacities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

"Learning loss" has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during the COVID-19 pandemic. Thus, the authors caution against subscribing to a learning-loss narrative, a deficits-based perspective, which can lead one to lose sight of children's potential learning gains that are not necessarily assessed or recognized. Against this backdrop, the authors offer four recommendations: (1) reframing the concept of "learning loss" to "learning gain";(2) applying a strengths-based model rather than a deficits-based model for understanding student learning;(3) investing in the development of the whole child;and (4) ensuring that we focus on young children's socio-emotional well-being (e.g. relationship-building) and not solely on the cognitive domains. [ FROM AUTHOR] Copyright of Contemporary Issues in Early Childhood is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

EDUCATIONAL GAME AS AN EFFORT TO ACCELERATE LEARNING AFTER THE COVID-19 PANDEMIC

The Covid-19 pandemic that occurred forced us to carry out the learning process through the internet network (online or online). Learning carried out online creates many problems, so it is considered ineffective and causes learning loss. Various methods have been taken to overcome this learning loss, including collaborating with various parties and issuing various regulations. In addition, teachers are also required to provide a new spirit in creating and innovating to provide effective, efficient, and competitive learning media. One way is to do educational game-based learning. Educational games are considered adequate for overcoming learning losses because learning media with educational games require players to participate in determining outcomes, have an entertainment side, and can increase creativity and problem-solving skills. The planned research method stages for collecting the required data are observation, interviews, and literature study. As for the development of educational games in this study, the prototype development method will be used. This study's result is that the Educational Game design has produced output that meets the needs. In future research, when this design is implemented, it is hoped that it will be an alternative medium for accelerating post-pandemic learning. © 2022, Intellectual Research and Development Education Foundation (YRPI). All rights reserved.

COVID-19 and inequalities in educational achievement in Italy.

We use longitudinal data from over 1.5 million Italian students to examine differences in the mathematics and reading achievement of students who completed primary and lower secondary school in 2020-21 (COVID cohort) and those who completed it in 2018-19 (non-COVID cohort). We also examine the evolution of inequalities by gender, socio-economic condition, and prior academic achievement during the pandemic. On average, the primary school COVID cohort experienced a small increase in reading achievement and a drop in mathematics achievement compared to the non-COVID cohort. The lower secondary school COVID cohort experienced a large reduction in mathematics achievement and a smaller reduction in reading achievement compared to the non-COVID cohort. Previously middle-achieving students suffered the most from the pandemic, while high achievers gained. Socio-economic inequalities in achievement remained stable for secondary school students and somewhat decreased for primary school students between the non-COVID and COVID cohorts. Gender disparities were broadly reduced across domains and school levels, except for primary school math.