The (Potential) Role of Technology for Young Children’s Social-Emotional Learning

Abstract

In an effort to combat the COVID-19 pandemic, various public health measures have been implemented worldwide. In most countries, preschools and kindergartens closed down, visiting playgrounds and other public spaces was prohibited, and social-distancing was enforced. These measures resulted in severe changes in the day-to-day lives of children in age groups 3 to 8, with social interactions being limited almost exclusively to the immediate family. We present a commentary to explore the potential role of technology and government in promoting social-emotional learning during the COVID-19 pandemic and beyond. A focus on technology that promotes appropriate social and physical experiences for young children is necessary, and we hope that our thoughts and selected examples can provide new insights for key stakeholders.