By , Head of Department of Early Childhood and Primary Education
To mitigate the effects that the lack of physical interaction with peers has on children during these times, parents should remember and act on another aspect of their children’s schooling as much as their academic learning: the affective dimension.
As research tells us, learning hugely depends on the affective – meaning that if a child feels bored or anxious, there will be less learning going on, whereas if they feel safe and reassured, they will make an effort to learn more.
It is thus the role of the parents to make the most of the time spent inside by being together – by talking, sharing emotions, storytelling, and continue being in touch with friends, relatives and maybe their teachers virtually.
It is with foresight and planning that this time together can be optimised. Drawing up a timetable would be extremely useful – irrespective of the age of the child. Revision work, physical activity, reading, cooking together, crafts, virtual communication and enjoying fresh air on the balcony or roof are activities that most children will enjoy.
Being that children are curious and ask the most varies and sometimes deepest questions, parents should take this opportunity to listen and reflect on what they are asking. Sharing these moments is a sign of a strengthening bonds, and it nurtures their inquisitive skills as well.
Encouraging them to read books, or reading them out to them is also very important – this feeds their imagination and develop their vocabulary.
Another point would be to make sure technology is not used as a childminder, but as an educational tool – therefore, a maximum limit of how much time can be spent in front of the TV or computer, should be given.
Parents should remember that learning is a natural activity all humans embark on. The prolonged absence from school does not just mean their children are not missing out on the syllabus and completing their lessons – they are also missing out on the rough and tumble of school life. Taking some or all of the measures above will also ultimately help them grow and minimise the sense of disruption that they are all feeling.
Disclaimer: Opinions and thoughts expressed within this article do not necessarily reflect those of the University of Malta.
