Impact of using facemasks on literacy learningthe perception of early childhood education teachers

  1. Diego Vergara 1
  2. Álvaro Antón Sancho 1
  3. Juan José Maldonado 1
  4. María Nieto Sobrino 1
  1. 1 Universidad Católica Santa Teresa de Jesús de Ávila
    info

    Universidad Católica Santa Teresa de Jesús de Ávila

    Ávila, España

    ROR https://ror.org/05wa62164

Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2022

Volumen: 12

Número: 6

Páginas: 639-654

Tipo: Artículo

DOI: 10.3390/EJIHPE12060048 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

In this work, quantitative research is carried out on the importance that educators give to literacy work in early childhood education classrooms and the impact that the COVID-19 pandemic and the use of facemasks have had on it. To this end, a survey designed for this purpose has been used, which has been passed on to a set of 112 Spanish early childhood educators. The teachers surveyed occupy different positions in the classroom (tutors, support technicians, specialists in bilingualism, therapeutic pedagogy and speech and hearing), and, in addition, they themselves learned to read from different methods of literacy learning (synthetic or analytical). The results found in this study indicate that educators express intermediate evaluations of the importance of literacy work in the classroom, higher if it is done through digital resources, and higher for the synthetic method than for the analytical method. In addition, the impact of the use of masks on literacy learning was rated as very negative. On the other hand, gaps have been identified in the above perceptions by the position occupied in the classroom and by the method used to learn to read. Finally, some actions are suggested to homogenize the perceptions of the different professionals, and some lines of research are proposed.

Referencias bibliográficas

  • Lombardo, M.; Guseva, E.; Perrone, M.A.; Müller, A.; Rizzo, G.; Storz, M.A. Changes in eating habits and physical activity after COVID-19 pandemic lockdowns in Italy. Nutrients 2021, 13, 4522.
  • Pérez, V.; Aybar, C.; Pavía, J.M. COVID-19 and changes in social habits. Restaurant terraces, a booming space in cities. The case of Madrid. Mathematics 2021, 9, 2133.
  • Bauza, V.; Sclar, G.D.; Bisoyi, A.; Majorin, F.; Ghugey, A.; Clasen, T. Water, sanitation, and hygiene practices and challenges during the COVID-19 pandemic: A cross-sectional study in rural Odisha, India. Am. J. Trop. Med. Hyg. 2021, 104, 2264–2274.
  • Liu, C.; Diab, R.; Naveed, H.; Leung, V. Universal public mask wear during COVID-19 pandemic: Rationale, design and acceptability. Respirology 2020, 25, 895–897.
  • Singh, L.; Tan, A.; Quinn, P.C. Infants recognize word spoken through opaque masks but not through clear masks. Dev. Sci. 2021, 24, e13117.
  • Grenville, E.; Dwyer, D.M. Face mask have emotion-dependent dissociable effects on accuracy and confidence in identifying facial expressions of emotion. Cogn. Res. 2022, 7, 15.
  • Bloom, L. Language Development and Emotional Expression. Pediatrics 1998, 102, 1272–1277.
  • Harbi, A.I.; Saeed, S. Languaje development and acquisition in early childhood. EduLearn 2020, 14, 69–73.
  • Chen, X.; Ran, L.; Liu, Q.; Hu, Q.; Du, X.; Tan, X. Hand hygiene, mask-wearing behaviors and its associated factors during the COVID-19 epidemic: A cross-sectional study among primary school students in Wuhan, China. Int. J. Environ. Res. Public Health 2020, 17, 2893.
  • Sukaj, S.; Trematerra, A.; Ciaburro, G.; Iannace, G. Use of masks inside the classrooms. In Proceedings of the INTER-NOISE and NOISE-CON Congress and Conference Proceedings, Washington, DC, USA, 1–4 August 2021; Volume 263, pp. 4020–4027.
  • Lipps, E.; Caldwell-Kurtzman, J.; Motlagh-Zadeh, L.; Blankenship, C.M.; Moore, D.R.; Hunter, L.L. Impact of face masks on audiovisual word recognition in young children with hearing loss during the COVID-19 pandemic. J. Early Hear. Detect. Interv. 2021, 6, 70–78.
  • Goldin, A.; Weinstein, B.E.; Shiman, N. How do medical masks degrade speech perception? Hear. Rev. 2020, 27, 8–9.
  • Swaminathan, D.; Meera, S.S. Masks Mask Communication–communicating with children in health care settings. Indian J. Pediatr. 2021, 88, 283–284.
  • Ribeiro, V.V.; Dassie-Leite, A.P.; Pereira, E.C.; Santos, A.D.N.; Martins, P.; De-Alencar-Irineu, R. Effect of wearing a face mask on vocal self-perception during a pandemic. J. Voice 2020, in press.
  • Zhang, H.; Koda, K. Early oral language in Chinese heritage language reading development. Foreign Lang. Ann. 2021, 54, 1107–1123.
  • Nelson, R.L.; Damico, J.S. Qualitative research in literacy acquisition: A framework for investigating reading in children with language impairment. Clin. Linguist. Phon. 2006, 20, 631–639.
  • Johnston, R.S.; McGeown, S.; Watson, J.E. Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Read. Writ. 2012, 25, 1365–1384.
  • Marini, M.; Ansani, A.; Paglieri, F.; Caruana, F.; Viola, M. The impact of facemasks on emotion recognition, trust attribution and re-identification. Sci. Rep. 2021, 11, 5577.
  • Atcherson, S.R.; McDowell, B.R.; Howard, M.P. Acoustic effects of non-transparent and transparent face coverings. J. Acoust. Soc. Am. 2021, 149, 2249.
  • Thibodeau, L.M.; Thibodeau-Nielsen, R.B.; Tran, C.M.Q.; Jacob, R.T.S. Communicating during COVID-19: The effect of transparent masks for speech recognition in noise. Ear. Hear. 2021, 42, 772–781.
  • Wolfe, J.; Smith, J.; Neumann, S.; Miller, S.; Schafer, E.C.; Birath, A.L.; Childress, T.; McNally, C.; McNiece, C.; Madell, J.; et al. Optimizing communication in schools and other settings during COVID-19. Hear. J. 2020, 73, 40–45.
  • Rudner, M.; Mishra, S.; Stenfelt, S.; Lunner, T.; Rönnberg, J. Seeing the talker’s face improves free recall of speech for young adults with normal hearing but not older adults with hearing loss. Speech. Lang. Hear. Res. 2016, 59, 509–599.
  • Mickells, G.E.; Figueroa, J.; West, K.W.; Wood, A.; McElhanon, B.O. Adherence to masking requirement during the COVID-19 pandemic by early elementary school children. Sch. Health 2021, 91, 555–561.
  • Georgiou, G.P. Acoustic markers of vowels produced with different types of face masks. Appl. Acoust. 2022, 191, 108691.
  • Spitzer, M. Masked education? The benefits and burdens of wearing face masks in schools during the current Corona pandemic. Trends Neurosci. Educ. 2020, 20, 100138.
  • Sortwell, A.; Ramirez-Campillo, R.; Knijnik, J.; Forte, P.; Marinho, D.; Ferraz, R.; Trimple, K. Commentary: Face masks in physical education classes during the COVID-19 delta variant wave: A call for awareness. Ger. J. Exerc. Sport Res. 2021, 1–4.
  • Varea, V.; González-Calvo, G.; García-Monge, A. Exploring the changes of physical education in the age of COVID-19. Phys. Educ. Sport Pedag. 2022, 27, 32–42.
  • Eberhart, M.; Orthaber, S.; Kerbl, R. The impact of face masks on children—A mini review. Acta Paediatr. 2021, 110, 1778–1783.
  • Carbon, C.-C.; Serrano, M. The impact of face masks on the emotional reading abilities of children—A lesson from a joint school–university project. i-Perception 2021, 12, 20416695211038265.
  • Gori, M.; Schiatti, L.; Bianca-Amadeo, M. Masking emotions: Face masks impair how we read emotions. Front. Psychol. 2021, 12, 669432.
  • Zuo, B.; Wang, Q.; Qiao, Y.; Ding, Y.; Wen, F. Impact of divergent thinking training on teenagers’ emotion and self-efficacy during the COVID-19 pandemic. Front. Psychol. 2021, 12, 600533.
  • Stites, M.L.; Sonneschein, S.; Galczyk, S.H. Preschool parents’ views of distance learning during COVID-19. Early Educ. Dev. 2021, 32, 923–939.
  • Duran, M. The effects of COVID-19 pandemic on preschool education. Int. J. Educ. Method. 2021, 7, 249–260.
  • Idoiaga-Mondragon, N.; Berasategi-Sancho, N.; Dosil-Santamaria, M.; Ozamiz-Etxebarria, N. Reopening of schools in the COVID-19 pandemic: The quality of life of teachers while coping with this new challenge in the north of Spain. Int. J. Environ. Res. Public Health 2021, 18, 7791.
  • Yıldırım, B. Preschool education in Turkey during the COVID-19 pandemic: A phenomenological study. Early Child. Educ. J. 2021, 49, 947–963.
  • Assathiany, R.; Salinier, C.; Béchet, S.; Dolard, C.; Kochert, F.; Bocquet, A.; Levy, C. Face masks in young children during the COVID-19 pandemic: Parents’ and pediatricians’ point of view. Front. Pediatr. 2021, 9, 676718.
  • Ludvigsson, J.F.; Engerstrom, L.; Nordenhall, C.; Larsson, E. Open schools, COVID-19, and child and teacher morbidity in Sweden. N. Engl. J. Med. 2021, 384, 669–671.
  • Galea, S.; Merchant, R.M.; Lurie, N. The mental health consequences of COVID-19 and physical distancing. The need for prevention and early intervention. JAMA Intern. Med. 2020, 180, 817–818.
  • Maftei, A.; Merlici, I.-A.; Roca, I.-C. Implications of the COVID-19 pandemic on children and adolescents: Cognitive and emotional representations. Children 2022, 9, 359.
  • Litvinova, M.; Liu, Q.H.; Kulikov, E.S.; Ajelli, M. Reactive school closure weakens the network of social interactions and reduces the spread of influenza. Proc. Natl. Acad. Sci. USA 2019, 116, 13174–13181.
  • Green, J.; Staff, L.; Bromley, P.; Jones, L.; Petty, J. The implications of face masks for babies and families during the CoVid-19 pandemic: A discussion paper. J. Neonatal Nurs. 2021, 27, 21–25.
  • Charney, S.A.; Camarata, S.M.; Chern, A. Potential impact of the COVID-19 pandemic on communication and language skills in children. Otolaryngol.-Head Neck Surg. 2021, 165, 1–2.
  • Fajriyah, L.; Fauziyah, P. The role of ICT to develop early literacy of children in era digital. In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018), Kota Semarang, Indonesia, 8–9 August 2018.
  • Strickland, D.S.; Morrow, L.M.; Neuman, S.B.; Roskos, K.; Schickedanz, J.A.; Vukelich, C. The role of literacy in early childhood education. Read. Teach. 2004, 58, 86–100.
  • Ashton, J.; Fellowes, J.; Oakley, G. Language, literacy and early childhood education. J. Early Child. Lit. 2013, 13, 131–137.
  • Lenneberg, E. Biological Foundations of Language; John Wiley: New York, NY, USA, 1967.
  • Abello-Contesse, C. Age and the critical period hypothesis. ELT J. 2009, 63, 170–172.
  • Nathan, L.; Stackhouse, J.; Goulandris, N.; Snowling, M.J. The development of early literacy skills among children with speech difficulties. J. Speech Lang. Hear. Res. 2004, 47, 377–391.
  • Hakuta, K.; Bialystok, E.; Wiley, E. Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychol. Sci. 2003, 14, 31–38.
  • Rakhimova, I. The essence of critical age hypothesis in second language acquisition. In Proceedings of the International Conference on Teaching Foreign Language, Tashkent, Uzbekistan, 30 April 2021.
  • Bialystok, E.; Herman, J. Does bilingualism matter for early literacy? Biling. Lang. Cogn. 1999, 2, 35–44.
  • Bialystok, E. Acquisition of literacy in bilingual children: A framework for research. Lang. Learn. 2002, 52, 159–199.
  • Nobrega, M.; Opice, R.; Lauletta, M.M.; Nobrega, C.A. How face masks can affect school performance. Int. J. Pediatr. Otorhinolaryngol. 2020, 138, 110328.
  • Rudge, A.M.; Sonneveldt, V.; Brookes, B.M. The Effects of Face Coverings and Remote Microphone Technology on Speech Perception in the Classroom; Moog Center for Deaf Education: St. Louis, MO, USA, 2020.
  • Wittum, K.J.; Feth, L.; Hoglund, E. The effects of surgical masks on speech perception in noise. Proc. Mtgs. Acoust. 2013, 19, 060125.
  • Hardison, D.M.; Pennington, M.C. Multimodal second-language communication: Research findings and pedagogical implications. RELC J. 2021, 52, 62–76.
  • Smilijanic, R.; Keerstock, S.; Meemann, K.; Ransom, S.M. Face masks and speaking style affect audio-visual word recognition and memory of native and non-native speech. J. Acoust. Soc. Am. 2021, 149, 4013.
  • Schroeder, S.R.; Chen, P. Bilingualism and CoVid-19: Using a second language during a health crisis. J. Commun. Healthc. 2021, 14, 20–30.
Fuente de los datos: Dialnet