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Because of Covid-related disruptions, about a third of early elementary students will likely need intensive support to become proficient readers.
Now two additional studies suggest that many children born during the pandemic will also be at risk for academic failure. It seems that overburdened parents haven’t been able to engage babies and toddlers in the kind of “conversation” that is crucial for language development—and eventually, for reading.
Independently, another study from Brown University’s Advanced Baby Imaging Lab found similar results. The lab has been tracking over 1700 families with young children since 2010. One year into the pandemic, researchers found that children’s average cognitive performance was the lowest it had been since the study began. A separate analysis of infants found a dramatic decline in verbal functioning in 2021, apparently because adults were initiating fewer conversational turns.
The reasons for the decline in vocalizations and conversational turns aren’t entirely clear from the data, but the Brown study concluded that factors related to the pandemic had “by far the greatest impact on infant and toddler neurodevelopment.”
originally posted by: AugustusMasonicus
a reply to: Wisenox
Why would it be surprising that development would be stunted if children were not socially engaged?
originally posted by: Wisenox
I consider lack of social skills and cognitive impairment to be different things.
originally posted by: AugustusMasonicus
originally posted by: Wisenox
I consider lack of social skills and cognitive impairment to be different things.
Lack of socialization can certainly lead to cognitive issues. If you aren't readily socializing with people at a young age you sure as hell aren't going to develop the mental abilities to process all of the unique circumstances that arise while you are maturing.
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty.
It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware.