IMPACTS OF THE PANDEMIC ON LITERACY IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This paper analyzes the effects of the COVID-19 pandemic on the teaching of reading and writing in the early years of Elementary School, pointing to challenges that students, teachers, and families faced during the period of emergency remote teaching. Suspension of face-to-face classes and the conduction of activities mediated by technology played out structural shortcomings, mainly regarding access to the internet and digital devices, deepening educational inequalities. Furthermore, the lack of face-to-face interaction impacted the pedagogical mediation, which is crucial for the development of reading and writing skills, particularly at this early stage of schooling. The study also shows that socioemotional issues such as lack of motivation, difficulty concentrating and the breaking up of the school routine had a major effect on the learning process. Family involvement, albeit essential, was in many cases seen to be hindered by lack of preparation, time or adequate conditions to monitor school activities. As a consequence, a large gap in the development of literacy skills was observed. In view of this, it was emphasized that the recovery of student learning must be underpinned by inclusive and meaningful teaching strategies, bearing in mind the diverse needs of students. It is concluded the adverse effects of the pandemic can only be overcome by concerted efforts of the school, home, and public policy to ensure quality, equitable education for all learners.