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Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative
Jennifer J Chen1, Nora Jane Krieger2
1Kean University, USA.
Contemporary Issues in Early Childhood
|July 31, 2023
Summary
The COVID-19 pandemic may have caused learning loss in some subjects, but also learning gains in other areas. Educators should focus on a strengths-based approach, recognizing diverse learning opportunities and supporting the whole child.
Area of Science:
- Education
- Developmental Psychology
- Sociology
Background:
- The COVID-19 pandemic introduced widespread educational disruption.
- A narrative of "learning loss" has dominated discussions regarding student academic performance.
- Standardized test scores may not capture the full spectrum of student learning experiences.
Purpose of the Study:
- To challenge the prevailing "learning loss" narrative.
- To highlight potential learning gains during non-conventional educational periods.
- To advocate for a strengths-based perspective in evaluating student development.
Main Methods:
- Critical analysis of the "learning loss" concept.
- Examination of alternative learning opportunities and outcomes.
- Review of educational psychology and child development theories.
Main Results:
- Standardized tests offer an incomplete picture of student learning.
- Non-conventional learning experiences may foster unrecognized gains.
- A deficits-based perspective can obscure student potential.
Conclusions:
- Reframing "learning loss" as "learning gain" is crucial.
- Adopting a strengths-based model supports holistic child development.
- Prioritizing socio-emotional well-being alongside cognitive development is essential for young children.
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