Document Type
Thesis
Abstract
The COVID-19 pandemic greatly impacted children’s lives in a number of ways, including their educational and social lives. Many children had to switch to online learning platforms or follow social distancing rules. There is a lack of research exploring the lasting impact that the isolation period left on young children, specifically those in early childhood (3-7 years old). The purpose of this study was to explore if teachers perceived changes in student executive function skills and challenging behaviors after the pandemic. In addition, play-based learning has been shown to improve executive function and behavioral outcomes, and this study also attempted to assess whether there was an increase in the implementation of a play-based teaching strategy based on the changes in executive function and behavioral challenges experienced by teachers post-COVID-19. Participants were 57 early childhood educators from diverse backgrounds, who completed a survey. The results of the study found that teachers did in fact witness changes in executive function skills, as well as an increase in behavioral issues in the classroom. Some of the changes have resulted in higher usage of play-based learning. These results have implications for practice and future research.
Recommended Citation
Cicero, Sofia, "Early Childhood Educators’ Perceptions of Changes in Student Executive Function Skills and Challenging Behaviors Post-COVID-19" (2024). Honors College Theses. 387.
https://digitalcommons.pace.edu/honorscollege_theses/387
E-Sign Agreement
1
Comments
School of Education
Advisor: Raquel Plotka, Ph.D.