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Early Childhood Learning Losses during COVID-19: Systematic Review

Author

Listed:
  • Mustafa Uğraş

    (Faculty of Education, Firat University, 23000 Elazig, Turkey)

  • Erdal Zengin

    (Faculty of Education, Firat University, 23000 Elazig, Turkey)

  • Stamatis Papadakis

    (Department of Preschool Education, University of Crete, 74100 Rethymno, Greece)

  • Michail Kalogiannakis

    (Department of Preschool Education, University of Crete, 74100 Rethymno, Greece)

Abstract

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others.

Suggested Citation

  • Mustafa Uğraş & Erdal Zengin & Stamatis Papadakis & Michail Kalogiannakis, 2023. "Early Childhood Learning Losses during COVID-19: Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-29, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:6199-:d:1115713
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    References listed on IDEAS

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    Cited by:

    1. Ting Ke, 2023. "The development of children’s autonomy and reasonable paternalistic intervention," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-7, December.

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