Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status

The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic status (SES) being the most affected. The present study aims to understand if the pandemic lockdown in...
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Gespeichert in:

Autor*in:	Pedro Bem-Haja [verfasserIn] Paulo Nossa [verfasserIn] Diogo Simões Pereira [verfasserIn] Carlos F. Silva [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	COVID-19 lockdown pre-schoolers educational skills socio-economic status

Übergeordnetes Werk:	In: Education Sciences - MDPI AG, 2012, 12(2022), 10, p 710
Übergeordnetes Werk:	volume:12 ; year:2022 ; number:10, p 710

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/educsci12100710

Katalog-ID:	DOAJ020990170

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author	Pedro Bem-Haja
spellingShingle	Pedro Bem-Haja misc COVID-19 misc lockdown misc pre-schoolers misc educational skills misc socio-economic status misc Education misc L Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status
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topic_title	Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status COVID-19 lockdown pre-schoolers educational skills socio-economic status
topic	misc COVID-19 misc lockdown misc pre-schoolers misc educational skills misc socio-economic status misc Education misc L
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title	Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status
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title_sort	did the covid-19 pandemic lockdown harm pre-schoolers learning in portugal? yes, but with variations depending on socio-economic status
title_auth	Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status
abstract	The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic status (SES) being the most affected. The present study aims to understand if the pandemic lockdown in the last year of pre-school impacted the learning skills considered crucial for the transition to primary school, and whether this impact was moderated by SES or a quiet place to study (QPS). A total of 11,158 students belonging to 318 Portuguese schools underwent an assessment protocol composed of writing skills, maths, and motor-control tasks. A pandemic effect was observed for writing skills, especially during the first lockdown. Said effects were found to be potentiated by SES. Regarding maths, the fall in skills was only observed to be significant for less economically advantaged children. Motor tasks suffered; however, this was without any significant effect for SES or QPS. Thus, a detrimental effect of the pandemic lockdown was found on pre-school skills, particularly pre-literary abilities, and especially during the first lockdown. SES appeared to potentiate some inequalities. In other words, skills differences between individuals with higher and lower SES increased during the pandemic, particularly in the first lockdown, due to novelty, unpredictability, and the need for quick adaptation.
abstractGer	The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic status (SES) being the most affected. The present study aims to understand if the pandemic lockdown in the last year of pre-school impacted the learning skills considered crucial for the transition to primary school, and whether this impact was moderated by SES or a quiet place to study (QPS). A total of 11,158 students belonging to 318 Portuguese schools underwent an assessment protocol composed of writing skills, maths, and motor-control tasks. A pandemic effect was observed for writing skills, especially during the first lockdown. Said effects were found to be potentiated by SES. Regarding maths, the fall in skills was only observed to be significant for less economically advantaged children. Motor tasks suffered; however, this was without any significant effect for SES or QPS. Thus, a detrimental effect of the pandemic lockdown was found on pre-school skills, particularly pre-literary abilities, and especially during the first lockdown. SES appeared to potentiate some inequalities. In other words, skills differences between individuals with higher and lower SES increased during the pandemic, particularly in the first lockdown, due to novelty, unpredictability, and the need for quick adaptation.
abstract_unstemmed	The literature has shown that the COVID-19 pandemic has indelibly affected student performance. However, this deterioration is not the same for all students, with students of a lower socio-economic status (SES) being the most affected. The present study aims to understand if the pandemic lockdown in the last year of pre-school impacted the learning skills considered crucial for the transition to primary school, and whether this impact was moderated by SES or a quiet place to study (QPS). A total of 11,158 students belonging to 318 Portuguese schools underwent an assessment protocol composed of writing skills, maths, and motor-control tasks. A pandemic effect was observed for writing skills, especially during the first lockdown. Said effects were found to be potentiated by SES. Regarding maths, the fall in skills was only observed to be significant for less economically advantaged children. Motor tasks suffered; however, this was without any significant effect for SES or QPS. Thus, a detrimental effect of the pandemic lockdown was found on pre-school skills, particularly pre-literary abilities, and especially during the first lockdown. SES appeared to potentiate some inequalities. In other words, skills differences between individuals with higher and lower SES increased during the pandemic, particularly in the first lockdown, due to novelty, unpredictability, and the need for quick adaptation.
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title_short	Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status
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Did the COVID-19 Pandemic Lockdown Harm Pre-Schoolers Learning in Portugal? Yes, but with Variations Depending on Socio-Economic Status

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