Theoretical and applied study of the psychological and educational effects of lockdown in primary school students in Argentina
IdentifiersPermanent link (URI): http://hdl.handle.net/10017/43667
AffiliationUniversidad de Alcalá. Departamento de Filología, Comunicación y Documentación. Unidad docente Filología. Área de Lengua Española
Social Sciences & Humanities Open, 2020, v. 2, p. 1-6
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Emotions are complex states, which have a fundamental role for children's mental health and learning. Theproper self-regulation of emotions allows to tolerate frustrations, improves social skills and healthy bonds withpeers and adults in the environment (Bisquerra, 2003, p. 12). The lack of regulation causes discomfort that leadsto a decrease in academic performance (Graziano, Reavis, Keanes & Calkins, 2006) and particularly in readingcomprehension, because this competence requires motivation and cognitive processes that will allow to processthe linguistic code, interpret it and represent it symbolically (Alonso-Tapia, 2005, p. 64). In this work, we showthe essential relationship between emotional regulation and reading comprehension in primary school students.After that, we study the effect of lockdown on these two processes. The aim is to have preliminary informationabout the challenges and effects of the current situation. To do this, a semi-structured survey has been conductedof parents and teachers in order to assess the psychological and educational effects of the current health situation.The results of 40 semi-structured telephone surveys are analyzed, 20 of parents of children with learning disordersand 20 of their classroom teachers in Traslasierra, C ordoba-Argentina. The results inform that the students andtheir parents have difficulties to regulate their emotions and this emotional struggle has a negative impact oncomprehension of texts. The problems that previously presented in these two areas have increased due to the lackof adaptation of activities by teachers, the lack of knowledge of their parents to help them and the difficulty inaccessing digital technologies. Both parents and teachers express that lockdown affects learning processes,although parents are also concerned about the effects on social life.
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