How the Pandemic Is Affecting What Babies and Toddlers Learn
October 14, 2020, New York Times
https://www.nytimes.com/2020/
With all the talk of remote learning for secondary schools and colleges, one important population is missing from the nationwide conversation about learning during the pandemic: babies and toddlers. Many parents are keeping their little ones away from playgrounds, playgroups and preschool preparatory programs. As a result, the social and learning opportunities for the youngest children have been curtailed, just like everyone else’s Without group settings, “we are missing a lot of observations, so there is going to be a whole raft of problems,” said Patricia K. Kuhl … at the University of Washington. That’s partly because group settings like day care, classrooms and even playgrounds are often where adults notice, sometimes by comparing children with their peers, that little ones have sensory, motor, cognitive and learning problems that can benefit from early interventions. To encourage the sense of discovery and the “problem solving, turn-taking and perspective-taking” that comes from situations like “navigating that playground moment of when you are going up a slide, and another kid wants to come down the slide,” [psychologist Aliza W. Pressman] advises letting children play in an undirected manner. That may mean allowing children “to use garages, backyards, basements or attics to find opportunities for exploring,” Dr. Pressman said. If children encounter obstacles, allow them to work things out. That includes conflicts with siblings, though “if you do need to jump in, help them communicate with each other,” she said.
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