The cognitive domain as a stage of a child's development involves how the child thinks, explores, and figures things. The field is interconnected with such things as memory and the child's ability to learn new information. The development stage involves getting new knowledge and skills in the learning field. In this Covid pandemic era, most educational providers believe that schools need to adopt online learning. However, some teachers perceive this move as detrimental because the Internet can distract a child's attention (Firth et al., 2019). Using online learning is a cognitive deficit since engaging through the media leads to poor performance due to attention distractions. Reopening of schools will help shape cognitive development (Vandenbroucke et al., 2018). When students need to change their attention from one activity to another, they do so without distractions, hence meeting the new movement's demands.
The physical development domain is the development of physical attributes, commonly referred to as motor skills. The attributes offer children the ability to develop purposeful steps and acquire new physical attributes and the environment. Your Therapy Source reports that online classes offer few chances on improving gross motor skills since most of the skills require an increase in physical activities, meaning that online courses negatively impact the physical development domain. Reopening schools will help improve children's physical development since it will be possible to add physical education throughout the school day with brain breaks.
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The socio-emotional domain of development involves a child's experiences, expressions, and emotional management. Also, this domain captures the ability of the child to establish rewarding as well as positive relationships. Notably, children experience, show expression and can perceive emotions entirely before they start understanding them. Reopening of schools will impact positively on the socio-emotional development of children, compared to conducting online classes. Teachers play a role in promoting a child's socio-emotional development by establishing trusting relationships (Oberle & Schonert-Reichl, 2017). Children meeting their teachers in class will enable teachers to express warmth, trust, and affection. Through this, the children will be able to learn these skills, therefore reinforcing positive behavior.
References
Firth, J., Torous, J., Stubbs, B., Firth, J. A., Steiner, G. Z., Smith, L., ... & Sarris, J. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry, 18(2), 119-129.
Oberle, E., & Schonert-Reichl, K. A. (2017). Social and emotional learning: Recent research and practical strategies for promoting children’s social and emotional competence in schools. In Handbook of social behavior and skills in children (pp. 175-197). Springer, Cham.
Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher-student interactions for children's executive functions. Review of Educational Research, 88(1), 125-164. DOI: 10.3102/0034654317743200
Your Therapy Source (2020). “How Does Physical Development Affect Learning?” https://www.yourtherapysource.com/blog1/2020/04/26/gross-motor-skills-affect-academics/
