Teachers and school districts nationwide are doing their best to clean up the mess of the past 3 years. This will not be a simple process. Important decisions need to be made as states consider which interventions and programs to implement in order to make up the learning losses.
But how do children learn to appropriately and confidently engage in social interactions when they miss out on chances to play with peers or aren’t allowed to go out into the community? How do adults maintain those skills when not offered opportunities for socialization?
I would argue that most teachers have a results-first approach to teaching reading. This is not completely their fault, as our educational institutions perpetuate it by forcing them to think in terms of quotas rather than actual learning.
” … As adults, this is a relatively short period of our lives; but for young children who have been born in the last few years, this is all they know. These are some of the most crucial years in a child’s overall development. This leads us to wonder: Has the pandemic impacted the speech and language development of young children?”
Our education system—and our children—are not exempt from that crushing weight. Many school districts have returned to in-person learning, extra-curricular activities and athletics, and mask mandates are being lifted. There is still one haunting repercussion of the pandemic that our schools and our children are facing on a daily basis; but before we dive head first into that, let’s go back to the beginning.
What follows is a general overview of a variety of topics dealing with literacy rates. Each topic will be further expanded upon in other articles that will be linked here when they are published.