The Halt of Social/Emotional Development
How younger students have been socially and emotionally impacted by COVID-19
By Claudia Calby, student life/opinion writer
How younger students have been socially and emotionally impacted by COVID-19
By Claudia Calby, student life/opinion writer
It is no question that the current pandemic has impacted everyone. From household financial struggles, to mental health declines and spikes in depression rates, down to highschool students being unable to tour colleges in person. While many older students and adults have their own struggles, it is important to keep in mind that this pandemic is not only affecting the older generations, but the younger and upcoming generations as well. Elementary and preschool level students' lifestyles have been altered too, but we may not realize the impact that these changes have on those children until they are older.
On top of the pause and even the weakening in developmental learning for many of these younger students because of the pandemic, the decline in their emotional development needs to be looked at as well. According to Archana Basu, a research scientist in the Department of Epidemiology at Harvard School of Public Health, as well as a clinical psychologist, mental health in younger children may “manifest as new or worsening behavioral problems” as well as “difficulty separating from parents or caregivers” (Feldscher). It is natural for some younger children to experience some fear and anxiety when becoming accustomed to the routine of leaving their parents to go to school or daycare, but unfortunately this anxiety may become severe as they have to not only leave their parents, but face everyday changes in routines and have limited interaction with parents and other peers too. Teachers may also have to begin correcting negative behavioral choices children make that have only been demonstrated because of the tensions associated with COVID-19.
At Queensbury, masks are worn constantly and six foot distancing at all times for children keeps them at a distance from their friends and teachers. Recess activities are kept at this safe distance as well, so games such as “tag” and playing closely in the snow are not allowed. If the children want to do partner work with their peers that is not from their desks, they have their own towel that they can place on the floor at the six foot distance to ensure that they will not become too close to their partner. Of course, these protocols are to ensure the health and safety of the children and to limit the spread of COVID-19. However, how have these changes impacted the social development of these children? How will the behaviors of these children be different later in life than the behaviors of the current older generation?
Along with the social and emotional distress children face from COVID-19 protocols, holiday activities have been altered as well. Many past social experiences that high school, college, and parental generations may have taken for granted are now either altered or completely cancelled for these current generations. In an interview with Mrs. Cerny, a first grade teacher of 28 years at Queensbury Elementary School, I had the opportunity to discuss how certain holiday parties have been changed and how the children have been impacted by these changes.
Question: How did the distribution of valentines with COVID protocols impact your first graders this year?
Mrs. Cerny: “All valentines had to be delivered and quarantined at the school for at least four days prior to the class party date. The children had to ‘mail’ their valentines to classmates a day later and wait an additional three days before opening their valentines. Many students were nervous and seemed apprehensive while distributing their valentines. Several cried and were disappointed after being told to wait and had their ‘mailbox’ full of valentines taken away from them for quarantining. Valentine’s Day is an important and big day for six and seven year olds. Having to wait to open their important messages from friends caused many students sadness and anxiety about the seriousness of the ongoing COVID pandemic.”
Question: How did the lack of parents/family attendance at class parties this year impact first graders socially and emotionally?
Mrs. Cerny: “This school year parents and homeroom helpers were not allowed to attend class parties. This was a change from most of the students previous kindergarten year before COVID occurred. The participation and involvement of parents and/or family members in any school event enhances children’s learning, as well as achievement and positive behavior in the school setting. My first graders are more confident, positive, and obviously exhibit better behavior when their parents are part of classroom parties/events. When their parents are involved it seems to promote the importance and ensure the success of school or class events. This year, several students didn’t seem to comprehend we were actually having our holiday party, because family members didn’t come. I received comments from students such as, ‘When is our real party?’ and ‘My mom is supposed to come and make this ornament with us’. Truly, the lack of parental involvement due to protocols made the parties feel incomplete to the students.
With the ongoing pandemic, it has become clear that younger students face challenges that others may brush aside. There is no question that emotional development and normal social interaction is very important for developing children. Some areas in this development are now paused due to COVID, and we may not realize the effects of the interruptions of development until these children are older. Even though safety needs to be ensured and classroom events have to be altered to fit these protocols, please remember to interact daily and check in with younger siblings and other young members in your families. The future of the world’s emotional and social stability may depend on it.
On top of the pause and even the weakening in developmental learning for many of these younger students because of the pandemic, the decline in their emotional development needs to be looked at as well. According to Archana Basu, a research scientist in the Department of Epidemiology at Harvard School of Public Health, as well as a clinical psychologist, mental health in younger children may “manifest as new or worsening behavioral problems” as well as “difficulty separating from parents or caregivers” (Feldscher). It is natural for some younger children to experience some fear and anxiety when becoming accustomed to the routine of leaving their parents to go to school or daycare, but unfortunately this anxiety may become severe as they have to not only leave their parents, but face everyday changes in routines and have limited interaction with parents and other peers too. Teachers may also have to begin correcting negative behavioral choices children make that have only been demonstrated because of the tensions associated with COVID-19.
At Queensbury, masks are worn constantly and six foot distancing at all times for children keeps them at a distance from their friends and teachers. Recess activities are kept at this safe distance as well, so games such as “tag” and playing closely in the snow are not allowed. If the children want to do partner work with their peers that is not from their desks, they have their own towel that they can place on the floor at the six foot distance to ensure that they will not become too close to their partner. Of course, these protocols are to ensure the health and safety of the children and to limit the spread of COVID-19. However, how have these changes impacted the social development of these children? How will the behaviors of these children be different later in life than the behaviors of the current older generation?
Along with the social and emotional distress children face from COVID-19 protocols, holiday activities have been altered as well. Many past social experiences that high school, college, and parental generations may have taken for granted are now either altered or completely cancelled for these current generations. In an interview with Mrs. Cerny, a first grade teacher of 28 years at Queensbury Elementary School, I had the opportunity to discuss how certain holiday parties have been changed and how the children have been impacted by these changes.
Question: How did the distribution of valentines with COVID protocols impact your first graders this year?
Mrs. Cerny: “All valentines had to be delivered and quarantined at the school for at least four days prior to the class party date. The children had to ‘mail’ their valentines to classmates a day later and wait an additional three days before opening their valentines. Many students were nervous and seemed apprehensive while distributing their valentines. Several cried and were disappointed after being told to wait and had their ‘mailbox’ full of valentines taken away from them for quarantining. Valentine’s Day is an important and big day for six and seven year olds. Having to wait to open their important messages from friends caused many students sadness and anxiety about the seriousness of the ongoing COVID pandemic.”
Question: How did the lack of parents/family attendance at class parties this year impact first graders socially and emotionally?
Mrs. Cerny: “This school year parents and homeroom helpers were not allowed to attend class parties. This was a change from most of the students previous kindergarten year before COVID occurred. The participation and involvement of parents and/or family members in any school event enhances children’s learning, as well as achievement and positive behavior in the school setting. My first graders are more confident, positive, and obviously exhibit better behavior when their parents are part of classroom parties/events. When their parents are involved it seems to promote the importance and ensure the success of school or class events. This year, several students didn’t seem to comprehend we were actually having our holiday party, because family members didn’t come. I received comments from students such as, ‘When is our real party?’ and ‘My mom is supposed to come and make this ornament with us’. Truly, the lack of parental involvement due to protocols made the parties feel incomplete to the students.
With the ongoing pandemic, it has become clear that younger students face challenges that others may brush aside. There is no question that emotional development and normal social interaction is very important for developing children. Some areas in this development are now paused due to COVID, and we may not realize the effects of the interruptions of development until these children are older. Even though safety needs to be ensured and classroom events have to be altered to fit these protocols, please remember to interact daily and check in with younger siblings and other young members in your families. The future of the world’s emotional and social stability may depend on it.
Works Cited
“Almost 99% of Japan's Public Elementary Schools Shut as COVID-19 Spreads.” The Japan Times, www.japantimes.co.jp/news/2020/03/05/national/99-japan-elementary-schools-close-doors-coronavirus/.
Feldscher, Karen. “Kids May Face Mental Health Issues as School Begins amid Pandemic.” News: Kids May Face Mental Health Issues as School Begins Mid Pandemic, 11 Sept. 2020, www.hsph.harvard.edu/news/features/kids-may-face-mental-health-issues-as-school-begins-amid-pandemic/.
Studentreasures. “Imaginative Ideas for How to Teach Poetry to Elementary Students.” Studentreasures Publishing, 20 Jan. 2021, studentreasures.com/blog/imaginative-ideas-for-how-to-teach-poetry-to-elementary-students/.
Feldscher, Karen. “Kids May Face Mental Health Issues as School Begins amid Pandemic.” News: Kids May Face Mental Health Issues as School Begins Mid Pandemic, 11 Sept. 2020, www.hsph.harvard.edu/news/features/kids-may-face-mental-health-issues-as-school-begins-amid-pandemic/.
Studentreasures. “Imaginative Ideas for How to Teach Poetry to Elementary Students.” Studentreasures Publishing, 20 Jan. 2021, studentreasures.com/blog/imaginative-ideas-for-how-to-teach-poetry-to-elementary-students/.