Literaturnachweis - Detailanzeige
| Autor/inn/en | Frahm, Anna; Szente, Judit; Roberts, Sherron Killingsworth |
|---|---|
| Titel | Facial Masks and Student Engagement in Early Childhood and Exceptional Student Education Classrooms |
| Quelle | In: International Journal of the Whole Child, 8 (2023) 1, S.39-53 (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Early Childhood Education; Disabilities; Students; Students with Disabilities; Learner Engagement; Hygiene; Disease Control; Health Behavior; School Safety; COVID-19; Pandemics; Emotional Response; Interpersonal Communication |
| Abstract | During the advancement of COVID-19, many safety protocols, including facial masks, were incorporated into public settings. The Centers for Disease Control and Prevention (CDC) (2021), due to safety regulations, recommended wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing was difficult. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries that served children sought masking alternatives. This study examined related research to explore whether wearing masks had any impact on student engagement, particularly in Early Childhood Education (ECE) and Education of Students with Exceptionalities (ESE) settings. The synthesis of research here suggested that masks influenced children's engagement, including intellectual, emotional, social, behavioral, and physical aspects, and recommended the use of transparent masks with young children and children with exceptionalities. The paper also provides recommendations for future research. (As Provided). |
| Anmerkungen | Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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