What We’re Reading
Persevering through the Pandemic: Key Learnings about Children from Parents and Early Educators – Saul Zaentz Early Education Initiative, Harvard Graduate School of Education.
Leveraging data collected in late 2020 and early 2021 as part of the Early Learning Study at Harvard (ELS@H), this report captures the ongoing effects of the COVID-19 pandemic on children, families, and early educators. Unsurprisingly, it finds that the pandemic has negatively affected young children’s academic, social-emotional, and behavioral development, and calls for a careful approach to reopening schools this fall. As children return to school, the authors note, they will not only need help in rebuilding their core academic skills, but also with those essential social and emotional skills that underlie all learning and interpersonal interaction. “Taking time up front to ask children about their well-being and providing them with tools to process what they have experienced will make a substantial difference … in the long run,” the authors suggest.