International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 11, Issue 10 (October 2024), Pages: 35-47

----------------------------------------------

 Original Research Paper

Impact of the COVID-19 pandemic on children's social, emotional, and moral development: A systematic literature review

 Author(s): 

 Zaharah Binti Osman 1, Abdul Halim Bin Masnan 1, Anis Norma Binti Mohammad Jaafar 1, Romarzila Binti Omar 1, Amelia Binti Mohd Noor 1, Nor Aizal Akmal Binti Rohaizad 2, *

 Affiliation(s):

 1Faculty of Human Development, Universiti Pendidikan Sultan Idris (UPSI), 35900 Tanjong Malim, Perak, Malaysia
 2Faculty of Business, Economics and Social Development, Universiti Malaysia Terengganu (UMT), 21030 Kuala Nerus, Terengganu, Malaysia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-3815-8060

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.10.005

 Abstract

This research aims to better understand how the COVID-19 pandemic has affected children's social, emotional, and moral development. Articles and related studies were gathered from the Education Resources Information Centre (ERIC), Scopus, and Science Direct databases. After a quality review following the PRISMA 2020 protocol, 16 articles were selected for a systematic literature review (SLR). The findings from this review were organized into four main themes: (1) the impact of technology and distance learning on children, (2) children's behavior and emotions, (3) the conditions of people around them, and (4) social support. It is suggested that future studies focus on the positive effects of COVID-19 on education.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 COVID-19 pandemic, Social-emotional development, Systematic literature review, Technology and distance learning, PRISMA 2020 protocol

 Article history

 Received 13 March 2024, Received in revised form 23 August 2024, Accepted 26 September 2024

 Acknowledgment

The researcher would like to express appreciation to the Ministry of Higher Education (KPT), who funded this research project under the Fundamental Research Grant Scheme (FRGS) (Code Research: 2021-0160-107-02).

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Osman ZB, Masnan AHB, Jaafar ANBM, Omar RB, Noor ABM, and Rohaizad NAAB (2024). Impact of the COVID-19 pandemic on children's social, emotional, and moral development: A systematic literature review. International Journal of Advanced and Applied Sciences, 11(10): 35-47

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 

 Tables

 Table 1 Table 2 Table 3 Table 4

----------------------------------------------   

 References (36)

  1. Abouzahra A, Sabraoui A, and Afdel K (2020). Model composition in model driven engineering: A systematic literature review. Information and Software Technology, 125: 106316. https://doi.org/10.1016/j.infsof.2020.106316   [Google Scholar]
  2. Balenzano C, Moro G, and Girardi S (2020). Families in the pandemic between challenges and opportunities: An empirical study of parents with preschool and school-age children. Italian Sociological Review, 10(3S): 777-800. https://doi.org/10.13136/isr.v10i3S.398   [Google Scholar]
  3. Berasategi Sancho N, Idoiaga Mondragon N, Dosil Santamaria M, and Picaza Gorrotxategi M (2022). The well-being of children with special needs during the COVID-19 lockdown: Academic, emotional, social and physical aspects. European Journal of Special Needs Education, 37(5): 776-789. https://doi.org/10.1080/08856257.2021.1949093   [Google Scholar]
  4. Black MM, Walker SP, Fernald LC, Andersen CT, DiGirolamo AM, Lu C, McCoy DC, Fink G, Shawar YR, Shiffman J, and Devercelli AE et al. (2017). Early childhood development coming of age: Science through the life course. The Lancet, 389(10064): 77-90. https://doi.org/10.1016/S0140-6736(16)31389-7   [Google Scholar] PMid:27717614 PMCid:PMC5884058
  5. Brakemeier EL, Wirkner J, Knaevelsrud C, Wurm S, Christiansen H, Lueken U, and Schneider S (2020). Die COVID-19-Pandemie als Herausforderung für die psychische Gesundheit. Zeitschrift für Klinische Psychologie und Psychotherapie, 49: 1–31. https://doi.org/10.1026/1616-3443/a000574   [Google Scholar]
  6. Britto PR, Lye SJ, Proulx K, Yousafzai AK, Matthews SG, Vaivada T, Perez-Escamilla R, Rao N, Ip P, Fernald LC, and MacMillan H et al. (2017). Nurturing care: Promoting early childhood development. The Lancet, 389(10064): 91-102. https://doi.org/10.1016/S0140-6736(16)31390-3   [Google Scholar] PMid:27717615
  7. Chen JJ and Adams CB (2023). Drawing from and expanding their toolboxes: Preschool teachers’ traditional strategies, unconventional opportunities, and novel challenges in scaffolding young children’s social and emotional learning during remote instruction amidst COVID-19. Early Childhood Education Journal, 51: 925-937. https://doi.org/10.1007/s10643-022-01359-6   [Google Scholar] PMid:35693460 PMCid:PMC9169954
  8. Chigbu UE, Atiku SO, and Du Plessis CC (2023). The science of literature reviews: Searching, identifying, selecting, and synthesising. Publications, 11(1): 2. https://doi.org/10.3390/publications11010002   [Google Scholar]
  9. Cohen SR, Wishard Guerra A, Molgaard MR, and Miguel J (2022). Social class and emotional well-being: Lessons from a daily diary study of families engaged in virtual elementary school during COVID-19. AERA Open. https://doi.org/10.1177/23328584221095854   [Google Scholar]
  10. Dillmann J, Sensoy Ö, and Schwarzer G (2022). Parental perceived stress and its consequences on early social-emotional child development during COVID-19 pandemic. Journal of Early Childhood Research, 20(4): 524-538. https://doi.org/10.1177/1476718X221083423   [Google Scholar]
  11. Duban N and Sen FG (2021). Coronavirus in the children’s world: Discourses and drawings. Center for Open Access in Science, 5(2): 141-160. https://doi.org/10.32591/coas.ojer.0502.03141d   [Google Scholar]
  12. Egan SM, Pope J, Moloney M, Hoyne C, and Beatty C (2021). Missing early education and care during the pandemic: The socio-emotional impact of the COVID-19 crisis on young children. Early Childhood Education Journal, 49(5): 925-934. https://doi.org/10.1007/s10643-021-01193-2   [Google Scholar] PMid:33935481 PMCid:PMC8076664
  13. Garcia de Avila MA, Hamamoto Filho PT, Jacob FL, Alcantara LR, Berghammer M, Jenholt Nolbris M, Olaya-Contreras P, and Nilsson S (2020). Children’s anxiety and factors related to the COVID-19 pandemic: An exploratory study using the children’s anxiety questionnaire and the numerical rating scale. International Journal of Environmental Research and Public Health, 17(16): 5757. https://doi.org/10.3390/ijerph17165757   [Google Scholar] PMid:32784898 PMCid:PMC7459447
  14. Gates E and Curwood JS (2023). A world beyond self: Empathy and pedagogy during times of global crisis. The Australian Journal of Language and Literacy, 46(2): 195-209. https://doi.org/10.1007/s44020-023-00038-2   [Google Scholar]
  15. Gelir I and Duzen N (2022). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13, 50(7): 907-917. https://doi.org/10.1080/03004279.2021.1921822   [Google Scholar]
  16. Grütter J and Buchmann M (2021). Developmental antecedents of young adults’ solidarity during the COVID‐19 pandemic: The role of sympathy, social trust, and peer exclusion from early to late adolescence. Child Development, 92(5): e832-e850. https://doi.org/10.1111/cdev.13660   [Google Scholar] PMid:34463353 PMCid:PMC8653140
  17. Hatzichristou C, Georgakakou-Koutsonikou N, Lianos P, Lampropoulou A, and Yfanti T (2021). Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions. School Psychology International, 42(6): 590-615. https://doi.org/10.1177/01430343211041697   [Google Scholar]
  18. Iacolino C, Cervellione B, Isgrò R, Lombardo EMC, Ferracane G, Barattucci M, and Ramaci T (2023). The role of emotional intelligence and metacognition in teachers’ stress during pandemic remote working: A moderated mediation model. European Journal of Investigation in Health, Psychology and Education, 13(1): 81-95. https://doi.org/10.3390/ejihpe13010006   [Google Scholar] PMid:36661756 PMCid:PMC9857521
  19. Kaya FM and Ağır O (2022). Turkish primary school students' knowledge, behavior, and awareness of 'healthy living': Reflections on the COVID-19 epidemic process in the context of life science course. Education Quarterly Reviews, 5(2): 686-706. https://doi.org/10.31014/aior.1993.05.04.653   [Google Scholar]
  20. Kesik F, Yurttaş A, and Taşdan M (2023). Rethinking happiness at school after COVID-19 and some implications for future research. Acta Educationis Generalis, 13(1): 170-189. https://doi.org/10.2478/atd-2023-0009   [Google Scholar]
  21. Kim J (2020). Learning and teaching online during COVID-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2): 145-158. https://doi.org/10.1007/s13158-020-00272-6   [Google Scholar] PMid:32836369 PMCid:PMC7391473
  22. Koller D, Grossi M, van den Heuvel M, and Wong P (2023). Hiding and seeking: Children's lived experiences during COVID‐19. Children and Society, 37(1): 144-161. https://doi.org/10.1111/chso.12590   [Google Scholar]
  23. Lemos GC and Saraiva AC (2022). The bigger the storm, the bigger the strength: Did social and emotional skills (SES) make a difference on a COVID-19 lockdown scenario among children and young people? Journal of Education and Learning, 11(1): 73-86. https://doi.org/10.5539/jel.v11n1p73   [Google Scholar]
  24. Linnavalli T and Kalland M (2021). Impact of COVID-19 restrictions on the social-emotional wellbeing of preschool children and their families. Education Sciences, 11(8): 435. https://doi.org/10.3390/educsci11080435   [Google Scholar]
  25. Mulholland M and O'Toole C (2021). When it matters most: A trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond. Irish Educational Studies, 40(2): 329-340. https://doi.org/10.1080/03323315.2021.1915843   [Google Scholar]
  26. Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, and Chou R et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372: n71. https://doi.org/10.1136/bmj.n71   [Google Scholar] PMid:33782057 PMCid:PMC8005924
  27. Rizaldi DR, Nurhayati E, Fatimah Z, and Amni Z (2021). The importance of parental assistance in supervising the use of technology for children during the home learning program. International Journal of Engineering, Science and Information Technology, 1(3): 7-10. https://doi.org/10.52088/ijesty.v1i3.78   [Google Scholar]
  28. Robinson DL (2008). Brain function, emotional experience and personality. Netherlands Journal of Psychology, 64: 152-168. https://doi.org/10.1007/BF03076418   [Google Scholar]
  29. Scott S, McGowan V, Bradley A, and Visram S (2023). ‘How I'm feeling today, I probably won't be feeling tomorrow’. Using I-Poems to explore young people's changing emotions during the COVID-19 pandemic–A qualitative, longitudinal study. SSM-Qualitative Research in Health, 3: 100239. https://doi.org/10.1016/j.ssmqr.2023.100239   [Google Scholar] PMid:36817939 PMCid:PMC9927801
  30. Skinner BF (1938). The behavior of organisms. Appleton Country-Crofts, New York, USA.   [Google Scholar]
  31. Sun J, Singletary B, Jiang H, Justice LM, Lin TJ, and Purtell KM (2022). Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills. Journal of Applied Developmental Psychology, 78: 101375. https://doi.org/10.1016/j.appdev.2021.101375   [Google Scholar] PMid:34924662 PMCid:PMC8668344
  32. Susanto A (2014). Teori belajar dan pembelajaran. Kencana, Jakarta, Indonesia.   [Google Scholar]
  33. Timmons K, Cooper A, Bozek E, and Braund H (2021). The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2. Early Childhood Education Journal, 49(5): 887-901. https://doi.org/10.1007/s10643-021-01207-z   [Google Scholar] PMid:34007140 PMCid:PMC8120493
  34. Tintori A, Ciancimino G, Palomba R, Clementi C, and Cerbara L (2021). The impact of socialisation on children’s prosocial behaviour. A study on primary school students. International Journal of Environmental Research and Public Health, 18(22): 12017. https://doi.org/10.3390/ijerph182212017   [Google Scholar] PMid:34831771 PMCid:PMC8617972
  35. Toresano WOZZ (2020). Orang tua sebagai benteng terakhir pendidikan di masa pandemi COVID-19. MAARIF, 15(2): 340-353. https://doi.org/10.47651/mrf.v15i2.120   [Google Scholar]
  36. Wijaya RPC, Bunga BN, and Kiling IY (2022). Socio-emotional struggles of young children during COVID-19 pandemic: Social isolation and increased use of technologies. Journal of Early Childhood Research, 20(1): 113-127. https://doi.org/10.1177/1476718X211052789   [Google Scholar]