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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Liliane da Veiga Silva Amorim, Simone Aparecida Capellini, Giseli Donadon Germano
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DOI:10.17265/2159-5542/2022.10.005
São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília, Brazil
With the COVID-19 pandemic, it was necessary to carry out public health measures, including the adoption of remote teaching and modification of the educational practices and experiences of parents and teachers. Thus, the objective of this study was to conduct a systematic review and analyze the impact of the pandemic on the learning of schoolchildren in the early years of literacy, according to the experiences and practices of parents and teachers. This systematic review is based on the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and the guiding questions of the PICO strategy (Population, Intervention, Comparison, Outcome). The PubMed, LILACS, Scopus, SciELO, Embase, and Web of Science databases were used. The selection criteria involved the descriptors elementary school AND COVID-19, elementary school AND pandemic, and elementary school AND SARS-CoV-2. A total of 130 studies were selected, and after applying the criteria, only six studies were analyzed. The studies used interviews and questionnaires aimed at parents, teachers, and students and were carried out in various countries: one in Saudi Arabia, two in Indonesia, one in the United States of America, one in Canada, and one in China. The studies were classified as Evidence Level 4 (clinical outcome studies). As common points, most parents were stressed, overloaded, and unprepared to support their children during remote learning. Teachers also mentioned difficulties, such as the lack of support and training, which affected their practices. Further studies should be carried out to verify the educational and social impacts resulting from remote teaching.
pandemic, elementary school, COVID-19, online learning
Psychology Research, October 2022, Vol. 12, No. 10, 813-823
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