Kindergarten Quandaries: Social Pragmatics of Children who Experienced Remote Learning during the COVID-19 Pandemic.
Presenter Major
Speech Language Pathology/Audiology
Presentation Type
Poster
Location
Hays Theatre, Wilbur Arts Building
Start Date
26-4-2024 10:45 AM
End Date
26-4-2024 11:30 AM
Description (Abstract)
The COVID-19 pandemic disrupted kindergarten education, with remote learning potentially affecting children's communication and pragmatic skills (Buckley, 2009; Lampis et al., 2023). Remote learning led to loss of interaction, impacting children’s acquisition of fundamental communication/social skills necessary for success throughout the lifespan (Rawal, 2020). This two-part study investigates the impact of remote versus in-person kindergarten attendance during the 2020-2021 school year on pragmatic language development. The study consists of qualitative surveys from third-grade teachers and experimental assessments such as the Pragmatic Communication Checklist paired with Theory of Mind tasks. It aims to elucidate the effects of remote learning on pragmatic skills. Findings will contribute to understanding the relationship between remote learning during the pandemic and pragmatic language development. Furthermore, the clinical implications of these findings will assist in developing targeted interventions to support children who experienced remote schooling, addressing potential deficits in communication and social interaction.
Keywords
COVID-19, kindergarten, remote learning, pragmatics, third grade
Related Pillar(s)
Community, Study
Kindergarten Quandaries: Social Pragmatics of Children who Experienced Remote Learning during the COVID-19 Pandemic.
Hays Theatre, Wilbur Arts Building
The COVID-19 pandemic disrupted kindergarten education, with remote learning potentially affecting children's communication and pragmatic skills (Buckley, 2009; Lampis et al., 2023). Remote learning led to loss of interaction, impacting children’s acquisition of fundamental communication/social skills necessary for success throughout the lifespan (Rawal, 2020). This two-part study investigates the impact of remote versus in-person kindergarten attendance during the 2020-2021 school year on pragmatic language development. The study consists of qualitative surveys from third-grade teachers and experimental assessments such as the Pragmatic Communication Checklist paired with Theory of Mind tasks. It aims to elucidate the effects of remote learning on pragmatic skills. Findings will contribute to understanding the relationship between remote learning during the pandemic and pragmatic language development. Furthermore, the clinical implications of these findings will assist in developing targeted interventions to support children who experienced remote schooling, addressing potential deficits in communication and social interaction.
