Relevant bibliographies by topics / Hastings Primary School History

Academic literature on the topic 'Hastings Primary School History'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Hastings Primary School History"

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Alabaş, Ramazan, and Dursun Dilek. "Primary school students’ conceptions of history." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1605–10. http://dx.doi.org/10.1016/j.sbspro.2009.01.282.

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Nichol, Jon. "Using IT in primary school history." Computers & Education 29, no. 1 (August 1997): 50–51. http://dx.doi.org/10.1016/s0360-1315(97)81185-2.

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Robert, André. "About the French primary school teacher’s history." Revista Lusófona de Educação, no. 39 (March 1, 2018): 13–26. http://dx.doi.org/10.24140/issn.1645-7250.rle39.01.

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Knight, Peter. "Using I.T. in Primary School History, L. Smart." Journal of Computer Assisted Learning 12, no. 2 (June 1996): 127–28. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00044.x.

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Rantala, Jukka, and Amna Khawaja. "Prospective primary school teachers’ confidence in teaching disciplinary history." Teaching and Teacher Education 107 (November 2021): 103492. http://dx.doi.org/10.1016/j.tate.2021.103492.

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Kropocheva, Tatyana B., Tatiana A. Nalimova, and Marya V. Sineva. "Local lore-based history education for primary school children." Vestnik Tomskogo gosudarstvennogo universiteta, no. 429 (February 1, 2018): 132–42. http://dx.doi.org/10.17223/15617793/429/16.

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Li, Albert M., Yin Zhu, Chun T. Au, Dennis L. Y. Lee, Crover Ho, and Yun K. Wing. "Natural History of Primary Snoring in School-aged Children." Chest 143, no. 3 (March 2013): 729–35. http://dx.doi.org/10.1378/chest.12-1224.

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Cooper, Hilary. "How Can We Plan for Progression in Primary School History?" Revista de Estudios Sociales, no. 52 (April 2015): 16–31. http://dx.doi.org/10.7440/res52.2015.02.

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Blake, Anthony, Gail Edwards, Douglas P. Newton, and Lynn D. Newton. "Some Student Teachers' Conceptions of Creativity in Primary School History." History Education Research Journal 9, no. 2 (January 1, 2011): 15–24. http://dx.doi.org/10.18546/herj.09.2.03.

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Temple, Sue. "What is the future for primary school history in England?" Education 3-13 38, no. 3 (August 2010): 233–41. http://dx.doi.org/10.1080/03004279.2010.497270.

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Dissertations / Theses on the topic "Hastings Primary School History"

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Lebeaume, Joël. "AN HISTORY OF MANUAL WORK FOR BOYS WITHIN PRIMARY SCHOOL IN FRANCE." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12062.

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Pitfield, Worsley Laura. "Art history in an infant primary school : an intervention in the curriculum." Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/art-history-in-an-infant-primary-school(ff60bf64-c39c-4ff0-bbd2-4279f3e4c6da).html.

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This research set out to introduce art history in the art curriculum in an infant primary school in England. The intention was to broaden the curriculum to include interpreting art alongside making it. At the time the research began the National Art and Design Curriculum (2005) for Key Stage One included an art historical strand of learning known as Attainment Target Two (AT2) which included learning about art and artists from different times and cultures. Previous research indicated this strand of the art curriculum was overlooked by generalist classroom teachers for various reasons. A whole school action research project was undertaken lasting a full academic year. The participants were five teachers including the headteacher, three classroom teaching assistants, eighty four pupils, aged between four and seven years, and the researcher. The research tested out and evaluated a strategy for interpreting artworks. This was designed by the researcher and taught by the teachers in the classroom. The interpretive strategy for engaging and enquiring about art (known as the ISEE) included information about the art and artist in the final step of interpretation. The action research consisted of three cycles: i) preparation, planning and teacher training; ii) teachers implementing the ISEE and iii) teacher-designed lessons and research evaluation. Systematic reflection and evaluation of actions was carried out on two levels by the action team and the lead researcher and final reflective and thematic analyses were carried out by the latter in order to answer the research questions. The main finding was that the ISEE facilitated art interpretation in the classroom. Other significant findings were that i) interpreting paintings was inclusive of all pupils across the age groups and learning ability spectra; ii) the pupils’ affective response (Iser, 2006) often drove their cognition and this challenged the theory underpinning the research that art is interpreted through symbol references in meaning making; iii) when pupils used their imagination and affective response they were able to accommodate the factual information they were given about the paintings and artists; iv) despite struggling to include this information in their teaching at times, the teachers recognised that it added value to the art curriculum and the pupils expressed great interest in it and iv) the teachers preferred to combine art interpretation with other subjects such as literacy, citizenship and PSHE.
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Hay, Alastair D. "The natural history of acute cough in pre-school children in primary care." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/29429.

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This thesis, of the natural history of acute cough in pre-school children, reports two studies: a systematic review and a prospective cohort study. The systematic review includes data synthesised from eight randomised controlled trials (RCTs) of antibiotics. The patients included in these RCTs appear to be an unrepresentative, selected population. The studies in the review also used different measures and definitions of cough duration, making it difficult to estimate the usual duration of the illness. Therefore, the cohort study determines the prognostic implications of the symptom cough in terms of cough duration, reconsultations and complications in an unselected cohort of pre-school children presenting to primary care. Aims of the thesis: 1. To describe cough duration in terms of the different proportion of children recovering through time. 2. To compare parent and clinician expectation of cough duration with actual cough duration. 3. To identify the clinical factors associated with prolonged cough. 4. To describe reconstruction and antibiotic prescribing rates ad the factors associated with reconstructions. 5. To document the complication rate and derive a clinical prediction rule for complications. 6. To examine the inter-observer agreement between an unstandardised and standardised clinical assessment. Chapter 2 is divided into two parts. First, the general literature review I describe the physiology, aetiology, classification and epidemiology of cough, I review the reasons for parental consultation and the management of cough in primary care, I discuss the development of clinical prediction rates, and their potential role in the management of cough and I present an overview of outcome measures for respiratory tract infections in pre-school children. Second, in the systematic review and meta-analysis, I present the evidence to date regarding the natural history of cough in pre-school children.
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Mifsud, Edward. "The visualization of natural history museum habitat dioramas by Maltese primary school children." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021923/.

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The thesis addresses a relatively under-explored area in this field of study within the socio-constructivist paradigm. The main aim is to investigate how 9-year-old school children visualize habitat dioramas to build a mental model, how they make sense of the dioramas to understand local flora and fauna, and how previous knowledge influences the way they visualise habitat dioramas. Data collected included a first drawing done in class, a second drawing done at the Natural History Museum before and a third following the viewing of the habitat dioramas. Each pupil was interviewed after the respective task to allow for a comprehensive description of the content of the drawings. The children we also asked to produce a web (mind map) and they were also observed as they interacted with the dioramas. Data was mainly analysed qualitatively through direct examination of the drawings and with the aid of the computer package Atlas.ti. Some general trends emerge in the findings such as animals being more present in drawings than plants. Animal diversity ranks in decreasing order from birds, mammals, arthropods and fish to reptiles, while plants are mainly seeded and ornamental. Generally drawings progress from imaginative in class and before seeing the diorama, to increasingly drawing from observation in the diorama drawings. More significantly, pupils undergo a transformation through their drawings, which may show a change from isolated organisms on a sheet of paper to greater elaboration or better accuracy in placing organisms in habitat. However, others show an opposite transformation or no significant change at all. To a certain extent, children seem to interpret the diorama through the lens of their previously held mental model. What children already know partly influences what they choose to represent, but they also accommodate new knowledge they obtain from the diorama. Dioramas that help recall familiar environments are more likely to capture attention and afford a longer viewing time, thus imparting new knowledge and moulding the child’s mental model. Habitat dioramas have the potential to serve as models for learning in Biology and Environmental Education at primary level. An interpretative model for museum settings is proposed, while its potential applications in other areas of science education and limitations are considered.
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Cemm, Lorraine A. F. "The leadership of collaboration in primary school settings." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3611/.

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Collaboration has become closely linked with school improvement. Literature identifies elements which contribute to successful collaboration. This study identifies some of these elements. The study focus is collaboration of senior leaders in primary schools in a Midland’s LA. It identifies senior leaders’ understanding of collaboration and how the collaborative process is developed in contributing schools. The study is largely qualitative and based on the perceptions of primary school leaders. The methodology is that of survey, within this two methods were used to gather data – questionnaire and semi-structured interviews. The questionnaire was designed to identify themes relating to collaboration which were then developed using semi-structured interviews to provide additional data and clarify specific areas relating to senior leaders’ perceptions and understanding of collaboration and their approach to collaborative working in primary schools. The findings show collaboration is perceived to be important to school improvement although the majority of contributors in this study have a ‘top-down’ approach. The study identifies if collaboration is to be successful there may be a need for reflection to be built into the collaborative process presenting a potential model for discussion on how reflection could be included in the collaborative process in primary schools. The study contributes to existing knowledge of collaboration of senior leaders in primary schools presenting a tentative ladder, based on literature and findings in this study, for different stages of collaboration moving forward from little or no collaboration to achieving successful effective equal collaboration, identifying how collaboration may be further developed in primary schools.
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Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.

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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities.
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Williams, Stephanie E. (Stephanie Evangeline). "On folk music as the basis of a Jamaican primary school music programme." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63211.

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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16265/1/Philip_Doecke_Thesis.pdf.

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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16265/.

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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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Books on the topic "Hastings Primary School History"

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School, Letham Primary. Letham school history. Letham: Letham Primary School, 1991.

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Bennett, M. D. Inspection report [on] Lady Elizabeth Hastings CE Primary School, Wetherby, Leeds: Dates of inspection 19-22 January 1998. [London]: Ofsted, 1998.

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Using I.T. in primary school history. London: Cassell, 1996.

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James, Richard. A history of a rural primary school in Worcestershire: Claines C.E. Primary School. Worcester: n.p., 1991.

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Roy, Lowe, ed. The Changing primary school. London: Falmer Press, 1987.

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Parkinson, David L. The history of Euston Street Primary School. Belfast: Practice Books, 1993.

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Hicks, Christopher. Sandhills School: An illustrated history 1940-1990. Oxford: Sandhills School, 1990.

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Brandt, Cory. History firsthand: Primary source research in elementary school. Washington, DC: Library of Congress, 2002.

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Swift, Roger. History in the primary school: A regional survey. Chester: Chester College of Higher Education, 1987.

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Smeding, T. U. School in de steigers: De wording van de Friese lagere school in de periode 1800-1857. Ljouwert: Fryske Akademy, 1987.

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Book chapters on the topic "Hastings Primary School History"

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Davies, Kathleen. "The Syllabus in the Primary School." In Handbook for History Teachers, 51–58. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-5.

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Moncrieffe, Marlon Lee. "Centring the Black Experience in Key Stage 2 Primary School British History." In Decolonising the History Curriculum, 57–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57945-6_5.

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Meintjes, H. A. C. "A case history of structural distress on heaving clay: Colinda Primary School." In Geotechnics in the African Environment, 99–104. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203753330-14.

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Bianchini, Paolo, Marta Peiretti, and Pompeo Vagliani. "Progettare e realizzare percorsi didattici di Storia della scuola per la primaria con la Public History." In La Public History tra scuola, università e territorio, 39–49. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-616-2.06.

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The essay illustrates some basic themes underlying the teaching of history of education in primary school. Some examples of workshops for elementary school students are then illustrated, recently carried out in the School and Children's Book Museum in Turin.
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Slisko, Josip, and Zalkida Hadzibegovic. "History in Bosnia and Herzegovina Physics Textbooks for Primary School: Historical Accuracy and Cognitive Adequacy." In International Handbook of Research in History, Philosophy and Science Teaching, 2119–47. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_65.

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Siebörger, Rob. "“But They Can’t Do That!” Practical Approaches to Engage South African Primary School Pupils in Historical Learning." In The Palgrave Handbook of History and Social Studies Education, 53–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37210-1_3.

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Rammos, Dimitrios, and Tharrenos Bratitsis. "Alternative Teaching of History Subject in Primary School: The Case of the 3D HIT Playful Activity." In Lecture Notes in Computer Science, 457–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_44.

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Voss, Peter, and Etienne Le Bihan. "The Luxembourg Teacher Databank 1845–1939. Academic Research into the Social History of the Luxembourg Primary School Teaching Staff." In Data Science, Learning by Latent Structures, and Knowledge Discovery, 389–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-44983-7_34.

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Carpigiani, Carla, and Gianluca Gabrielli. "Tra ricerca storica, Citizen e Public History: il Centenario della scuola elementare Fortuzzi di Bologna." In Studi e saggi, 119–30. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.14.

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In 2017, the teachers of the Fortuzzi primary school in Bologna, as part of the school’s centenary initiatives, conducted a public and participatory research on its history that involved pupils, parents and the neighbourhood. The essay summarizes this research path and reflects on the characteristics of this particular type of collective historical research.
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Meselidis, Stilianos. "Gender Stereotypes, Class Prejudice and Female Warriors in the Depiction of Women in Year 6 Greek Primary School History Textbooks (1970–1983 and 1997–2006)." In Race, Ethnicity and Gender in Education, 165–81. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_9.

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Conference papers on the topic "Hastings Primary School History"

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Arhipova, Yu I. "Educational Communication Strategies In Primary School." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.84.

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Ochirov, Gombozhap D. "History and development of Primary and Pre-school Pedagogy Department." In Eurasian paradigm of Russia: values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-149-151.

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Daniela, Osiac. "Teaching Students From Pedagogy Of Primary And Pre-School Education To Appreciate History." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.66.

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Rammos, Dimitrios, and Tharrenos Bratitsis. "Inclusive strategies for the History Subject in 6th Grade of Greek Primary School." In DSAI 2018: 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3218585.3218682.

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Abramovskih, N. V., V. L. Sinebryukhova, and N. N. Vasyagina. "Experience in Forming the Readiness of Primary School Teachers to Use Educational Robotics." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.073.

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Nurainie Awang, Angelica, Mahzan Awang, Abdul Razaq Ahmad, and Shakila Che Dahalan. "The Transformation of Multimedia-Based Teaching and Learning History Encourage Interactive Students in Primary School." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0180.

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Abu Khalipah, Mahathir, Abdul Razaq Ahmad, and Mohd Mahzan Awang. "The Use of Frog VLE “Roti Canai” Module in History Subject Learning at Primary School." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0190.

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Klyueva, E. V., T. V. Naumova, Yu I. Rossova, O. B. Tikhomirova, and N. I. Fomina. "Web-Quest of Multicultural Content as a Means of Forming Information Literacy Among Primary School Children." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.113.

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Luchev, Detelin, Desislava Paneva-Marinova, Lilia Pavlova, Lubomir Zlatkov, and Radoslav Pavlov. "DEVELOPMENT OF A SERIOUS GAME “AQUAE CALIDAE” FOR STUDYING THE ANCIENT HISTORY AND CIVILIZATIONS IN PRIMARY SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1422.

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Moncrieffe, Marlon. "Reconceptualising Mass Migration Within the Primary School History Curriculum Master Narrative for a Broader Sense of Connection and Belonging to England and English History." In Sense of Belonging in a Diverse Britain. Dialogue Society, 2014. http://dx.doi.org/10.55207/uslc6991.

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Reports on the topic "Hastings Primary School History"

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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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