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The four readings presented information concerning different topics that enhanced my knowledge of different subjects. According to research by Sokal et al. (2020), children experience several impacts of COVID-19 that were exacerbated by lockdowns that required schools to be closed before alternative learning methods were introduced. Parents were burdened by the need to balance childcare duties and work with new requirements caused by restrictions to ensure safety from the COVID-19 pandemic. The study involved a sample of 82 families who answered questionnaires to determine the effects of the impact of lockdown on children’s social well-being. The study found that children who stayed at home felt lonelier than those who attended daycare. Parents experienced stressful situations that led to marital relationship complications due to mental strain and poor relations with their children.
COVID-19 caused changes to school systems that affected teachers, parents, and children. According to Jalongo (2021), the pandemic had several effects on different individuals who interact with children through teaching and providing care. It caused a reduction in quality of life by intensifying already existing issues such as poverty and inequality. The requirement to change teaching methods and resource limitations stressed teachers and parents who were unprepared to absorb such changes (Linnavalli et al., 2021). Such changes affected the general well-being of children, families, and teachers.
Out of the articles, I learned that children exposed to adversity at early stages of development experience social and cognitive adaptations that may be disadvantageous to their development. Growing under stressful conditions undermines human development and cognitive skills. According to Ellis et al. (2017), the assumption that those who grow up in adverse conditions have low cognitive abilities is not a full representation of their capabilities. Such individuals are prepared for difficulties in life rather than those who are trained to view life as simple.
References
Ellis, B. J., Bianchi, J., Griskevicius, V., & Frankenhuis, W. E. (2017). Beyond risk and protective factors: An adaptation-based approach to resilience. Perspectives on Psychological Science, 12(4), 561-587.
Jalongo, M. R. (2021). The effects of COVID-19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators. Early Childhood Education Journal, 49(5), 763-774.
Linnavalli, T., & Kalland, M. (2021). Impact of COVID-19 Restrictions on the Social-Emotional Wellbeing of Preschool Children and Their Families. Education Sciences, 11(8), 435.
Sokal, L. J., Eblie Trudel, L. G., & Babb, J. C. (2020). Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic. Education Sciences, 11(8), 435.
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