Osiągnięcia szkolne i kondycja psychiczna uczniów w warunkach zdalnej edukacji wczesnoszkolnej

Ewa Kulawska

doi:10.21697/fp.2023.2.13

Published: 2023-12-25

Vol. 13 No. 2 (2023)

Educational Achievements and Psychological Well-Being of Early Childhood Students in Remote Education

Ewa Kulawska

Pedagogical Forum

Section: Articles and essays

https://doi.org/10.21697/fp.2023.2.13

Abstract

The aim of this review article is to describe and explain the effects of remote education in relation to school performance in language and mathematics education and the well-being of pupils in primary school grades 1 through 3 during the COVID-19 pandemic. The analysis was based on research findings from 40 empirical articles and international reports. On the basis of the review of research reports, it was found that the effect of remote education in many countries of the world was a slowing down of the process of acquiring knowledge and skills, as well as the creation of a so-called “learning gap” in terms of students' mathematical concepts and language skills, a decrease in motivation to learn in remote lessons, a decrease in students' psychological well-being, and an increase in psychological symptoms among children in the form of increased levels of anxiety and stress. Disrupted learning particularly affected children with lower school achievement from culturally and educationally neglected backgrounds. A trend was observed that learning delays caused by remote education were greater in countries where school closures were maintained for longer.

Keywords:

remote education, COVID-19 pandemic, well-being, early childhood education

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Kulawska, E. (2023). Educational Achievements and Psychological Well-Being of Early Childhood Students in Remote Education. Pedagogical Forum, 13(2), 175–191. https://doi.org/10.21697/fp.2023.2.13

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Ewa Kulawska

e.kulawska@uksw.edu.pl

Affiliation:

Cardinal Stefan Wyszyński University, Faculty of Education, Warsaw, Poland