Pandemia COVID-19 i (nie)wykorzystany potencjał edukacyjny
Abstract
PotentialRESEARCH OBJECTIVE: Based on the results of Polish and international research, the aim of the article is to show how the changes caused by the COVID-19 pandemic, related to the closure of schools and remote education, have reorganized the educational and family environment, influencing the functioning of children and adolescents.
THE RESEARCH PROBLEM AND METHODS: The article is a review. By discussing the results of the research, I try to answer the question: what are and what may be the consequences of closing schools and remote education in various dimensions of the functioning of children and adolescents?
THE PROCESS OF ARGUMENTATION: In the first part, I focus on the short- and longterm consequences of school closure and remote education, primarily in the area of teaching-learning. In the second part, I refer to day by day functioning of children, adolescents, their parents/carers, and related to, among others, with the quality of mutual relations or the level of well-being.
RESEARCH RESULTS: The research results indicate the exclusion from the education system of students who had an unfavorable educational situation before the pandemic. The new model of education negatively affected the psychological well-being of children, adolescents and their parents/carers, creating a fertile ground for the development of e.g. parental stress, domestic violence. There have also been positive effects of remote education, including better functioning and more effective learning of selected groups of students.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Education systems lack solutions that would effectively prevent the exclusion of numerous groups of students. In the long run, this will contribute to deepening economic and social disproportions in the world. Developing fairer and more inclusive education remains a priority. School closure and remote education negatively affected the mental health of students and their parents.
References
Bigaj, M. i Dębski, M. (2020). Subiektywny dobrostan oraz higiena cyfrowa w czasach edukacji zdalnej. W: G. Ptaszek, G.D. Stunża, J. Pyżalski, M. Dębski i M., Bigaj, Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? (s. 75-111). Gdańsk: Gdańskie Wydawnictwo Psychologiczne. https://zdalnenauczanie.org/wp-content/uploads/2020/10/edukacja-zdalna.pdf
Bradbury-Jones, C. i Isham, L. (2020). The pandemic paradox: The consequences of COVID-19 on domestic violence, Journal of Clinical Nursing. Wiley Online Library. https://onlinelibrary. wiley.com/doi/full/10.1111/jocn.15296
Bubb, S. i Jones, M.A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools 23(3), 209-222. https://discovery.ucl. ac.uk/id
Buchner, A., Majchrzak, M. i Wierzbicka, M. (2020). Edukacja zdalna w czasie pandemii. Raport z badań. Warszawa: Centrum Cyfrowe. https://centrumcyfrowe.pl/edukacja-zdalna/
Chung, G., Lanier, P. i Wong, P.Y.J. (2020). Mediating Effects of Parental Stress on Harsh Parenting and Parent-Child Relationship during Coronavirus (COVID-19) Pandemic in Singapore. Journal of Family Violence. https://link.springer.com/article/10.1007/s10896-020-00200-1
Cluver, L., Lachman J.M, Sherr, L., Wessels, I., Krug, E., Rakotomalala, S., Blight, S., Hillis, S., Bachman, G., Green, O., Butchart, A., Tomlinson, M., Ward, C.L., Doubt, J. i McDonald, K. (2020). Parenting in a time of COVID-19. The Lancet 395(10231). https://www.ncbi.nlm.nih. gov/pmc
Cullinane, C. i Montacute R. (2020). COVID-19 and Social Mobility Impact Brief #1: School Shut- down, Research Brief. https://dera.ioe.ac.uk//35356/1/COVID-19
Czerepaniak-Walczak, M. (2020). Poszanowanie prawa do iedukacji. Edukacja przed, w czasie i po pandemii, Konferencja, Szczecin, 20.06.2020 r. [Video]. YouTube. https://www.youtube.com
Hoekstra, P.J. (2020). Suicidality in children and adolescents: lessons to be learned from the COVID- 19 crisis. European Child & Adolescent Psychiatry, 29(6), 737-738. https://link.springer.com/article
Humanity & Inclusion. (2020). Let’s break silos now! Achieving disability – inclusive education in a post-COVID world. https://reliefweb.int/report/world/let-s-break-silos
Janio, J. (2020). Kształcenie akademickie w czasie pandemii COVID-19 – perspektywa porównawcza. Edukacja przed, w czasie i po pandemii, Konferencja, Szczecin, 20.06.2020 r. [Video]. YouTube. https://www.youtube.com/watch
Jaskulska, S. i Jankowiak, B. (2020). Nauczycielki i nauczyciele wobec kształcenia na od- ległość w czasie pandemii COVID-19. Analiza raportu z badań. Meritum. Mazowiecki Kwartalnik Edukacyjny 3(58), 13-22. http://www.meritum.mscdn.edu.pl/artykuly/listaart?id=6&page=1&sort=-meritumNumery
Librus. (2020). Nauczanie zdalne. Jak wygląda w naszych domach. Raport z badania ankietowego. https://files.librus.pl/articles/00pic/20/04/09/librus/a_librus_raport_nauka
Marinoni, G., Land, H. van’t i Jensen T. (2020). The impact of COVID-19 on higher education around the world: IAU Global Survey Report. Paris: International Association of Universities. https://www.iau-aiu.net/IMG/pdf
OECD. (2020). Education and COVID-19: Focusing on the long-term impact of school closu- res. https://www.oecd.org/coronavirus/policy-responses/education-and-covid-19-focusing-on-the-long-term-impact-of-school-closures-2cea926e/
Plichta, P. (2020). Różne konteksty nierówności cyfrowych a wyzwania dla zdalnej edukacji – propozycje rozwiązań. W: J. Pyżalski, (red.), Edukacja w czasie pandemii COVID-19. Z dystansem o tym, co robimy jako nauczyciele (s. 70-80). Warszawa: EduAkcja.
Pyżalski, J. (2020a). Edukacja zdalna w czasach pandemii w Polsce: Sukces czy porażka? Edukacja przed, w czasie i po pandemii, Konferencja, Szczecin, 20.06.2020 r. [Video]. YouTube. https://www.youtube.com/watch?v=9R2gltROpMk&feature=youtu.be&fbclid=IwAR3WiJILF6AJY
Pyżalski, J. (2020b). Ważne relacje uczniów i nauczycieli w czasie zdalnej edukacji. W: G. Ptaszek,G.D. Stunża, J. Pyżalski, M. Dębski i M. Bigaj, Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? (s. 112-123). Gdańsk: Gdańskie Wydawnictwo Psychologiczne. https://zdalnenauczanie.org/wp-content/uploads/2020/10/edukacja-zdalna.pdf
Reimers, F.M. i Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
Schaffer, H.R. (2017). Psychologia dziecka (A. Wojciechowski, tłum.). Warszawa: Wydawnictwo Naukowe PWN.
Śliwerski, B. (2020). Barometr szkolny: COVID-19. Wyzwanie dla edukacji. Wyniki międzynarodowych badań w Szwajcarii, Niemczech i Austrii. Edukacja przed, w czasie i po pandemii, Konferencja, Szczecin, 20.06.2020 r. [Video]. YouTube. https://www.youtube.cv=9R2gltROpMk&feature=youtu.be&fbclid
Sobiesiak-Penszko, P. i Pazderski, F. (2020). Dyrektorzy do zadań specjalnych – edukacja zdalna w czasach izolacji. Prezentacja wyników badania. https://www.isp.org.pl/uploads/drive/aktualnosci/RAPORT_Dyrektorzy
Thorell, L.B., Skoglund, Ch., Giménez de la Peña, A., Baeyens, D., Fuermaier, A.B.M., Groom, M.J., Mammarella I.C., van der Oord, S., van den Hoofdakker, B.J., Luman, M., Mar- ques de Miranda, D., Siu, A.F.Y., Steinmayr, R., Idrees I., Soares, L.S., Sörlin, M., Luque, J.L., Moscardino, U.M., Roch, M.,... Christiansen, H. (2021). Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions. European Child & Adolescent Psychiatry. https://link.springer.com/article/10.1007/s00787-020-01706-1
UNESCO. (2020a). Adverse consequences of school closures. https://en.unesco.org/covid19
UNESCO. (2020b). Global Education Monitoring Report 2020. Inclusion and Education: all means all. https://resourcecentre.savethechildren.net/node/17803/pdf/373718eng.pdf
United Nations. (2020). Policy Brief: Education during COVID-19 and beyond. Pobrane z: https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08
Copyright (c) 2021 HORIZONS OF EDUCATION
![Creative Commons License](http://i.creativecommons.org/l/by-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-NC-ND licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are asked to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). We advise to use any of the following reserach society portals: