To what extent has pupils’ socio-emotional development in the Early Years been impacted by the global pandemic?

Rutherford, Bethany (2022) To what extent has pupils’ socio-emotional development in the Early Years been impacted by the global pandemic? Undergraduate thesis, University of Chichester.

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Abstract

This research project aimed to explore the extent to which pupils’ socio-emotional development in the Early Years has been impacted by the global pandemic. Research was conducted at one primary school, with the focus being on field notes and observations made of reception children. To support understanding, interviews with Early Years teachers were conducted and further observations were made of children in year 2. The research found that many Early Years teachers feel that their pupil’s socio-emotional development had been greatly affected by the global pandemic although it was evident that these effects were no longer prevalent. Furthermore, it was apparent that children who missed a significant portion of the Early Years/KS1 appeared to be lacking in socio-emotional skills that the reception children were able to explore through play. The research concluded that the long-term effects of the global pandemic on socio-emotional development still needs further research to fully explore the extent that the global pandemic has had on socio-emotional development.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Primary Teaching
Uncontrolled Keywords: emotion, covid-19, covid
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Education and Teaching
Student Research > Undergraduate
Depositing User: Ruth Clark
Date Deposited: 13 Jul 2022 10:42
Last Modified: 13 Jul 2022 10:47
URI: https://eprints.chi.ac.uk/id/eprint/6379

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