school closes and learning loss essay 300 words
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Since the World Health Organisation declared the Covid-19 outbreak as a global pandemic on 11 March 2020, the UK government announced school closures for all children, with the exception of vulnerable children and children of key workers, from 20 March 2020 and introduced social distancing measures on 23 March 2020, to reduce the spread of the virus. Most children have now been at home for seven weeks, approximately the same length of time of the school summer holidays. The UK government has recently announced that schools may extend their opening to nursery, reception, Year 1 and Year 6 pupils in England from June 1st.. We acknowledge that the safeguarding of children and the health of children, teachers and all school staff are paramount, however we will not debate the public health considerations regarding the proposed reopening of schools. Instead, we will reflect on the impact of school closures, particularly for disadvantaged children, and, drawing on our research on holiday provision and summer learning loss, will consider the potential implications for research informed short-, mid- and long-term strategies to address this issue.
Rather school holiday clubs offer parents support with childcare, and children a range of activities (e.g. day trips, arts and crafts, sports etc.) to participate in. Thus learning and socialisation occurs in a far more informal manner.
Learning loss has been defined as the tendency for children to lose skills and knowledge across the summer holidays, particularly in maths and reading. Whilst there are a number of studies from North America and Europe examining this phenomenon, there are only two studies on the UK population (Shinwell & Defeyter, 2017, 2020), and the authors concluded that at best, children’s learning stagnates over the summer. Shinwell & Defeyter, found that children who lived in and attended schools in areas of high deprivation lost skills and knowledge in spelling, but after seven weeks of teaching, performance improved and exceeded levels achieved at the end of the previous term; although no significant changes occurred with regard to children’s performance in reading. Moreover, after a six week summer break, children’s learning in maths computation stagnated. Clearly, it is not just children in the UK who have not been able to attend school since the Covid-19 pandemic, and using data from studies of summer learning loss, researchers have predicted that at best children’s learning will stall, and estimated that by the time children return to school in September, their learning and level of skills, at best, will be at the same level when schools closed in March. Worst case scenario suggests that children may lose up to a whole term’s worth of knowledge – returning to school with the level of skills and knowledge they had achieved by December 2019. Teachers and school staff have made vast efforts to bridge the gap between school and home and provide learning material to pupils via a range of mediums. Nevertheless, schools had to respond to the UK government’s announcement of the closure of school buildings