Lost Kids: Experts warn of generational impacts if young students continue distance learning

By Jelo Ritzhie Mantaring/Speculo and Faith Yuen Wei Ragasa/The Aquila Press

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A child covered with a face mask sits in a classroom during the start of DepEd's pilot face-to-face classes for elementary students. Image source: DepEd Tayo Samar Division's Facebook page

Second-grade student Zeus Rebadajo is unsure of what happens in school but understands why he cannot go. The young boy from the Bicol region showed confusion when asked if he would want to spend every day studying with classmates and teachers.

His reaction was similar to Isaiah Gabrielle Alavera, a second-grader in San Mateo, Rizal, who has only seen her teacher and classmates through pictures in a group chat.

The constant fear of contracting the COVID-19 virus has forced Scarlet Aranzamendez to only talk to her friends through online means, with no chance to play with them outdoors.

Students like Zeus, Gabrielle and Scarlet began elementary school amid the first onslaught of the virus and might only experience on-site learning in third or fourth grade as plans of children going back to traditional face-to-face classes are still blurry due to the lingering virus.

As authorities try to solve the current generation’s problems on distance learning, an entire generation of Filipinos are growing to only know today’s virtual world, which will undoubtedly affect the Philippine society’s social behavior in the future.

Though many upset high school and college students voice out their dismay at missing essential parts of their educational journey due to the virus, most overlook the impact of distance learning to the new generation of Filipinos—the “Crowned Generation.”

Shaky foundations

Social interaction is a core aspect in society and young children often spend their early years developing social skills to better understand the world around them.

As the department proceeds with the pilot limited face-to-face classes for elementary students, some psychological effects might still impact the generation as the children will still need to follow safety protocols like wearing face masks, shields and social distancing.

According to registered psychologist and Pamantasan Lungsod ng Manila professor John Vincent Felix, children would have a hard time identifying teachers and peers’ emotional cues due to COVID-19 protocols.

“Makukulangan ‘yong bata to really know for sure kung ano ‘yong mga emotions na pinapakita nung tao. Kasi, in terms of body language, kulang yan kung nakatakip ‘yong mukha mo tapos may face shield ka pa. Hindi nila talaga makikita yung mga facial expressions that are associated with different emotions,” Felix also pinpointed.

(The child will lack something to know for sure what emotions the person is showing. Because, in terms of body language, it will be lacking if a mask and shield cover your face. They will surely not see facial expressions that are associated with different emotions.)

Felix added that the children from the Crowned Generation may have a hard time identifying their sense of self due to the cons of distance learning.

“Children before regularly engage in socialization activities. Pero ngayon, because of the virtual set-up, malilimitahan na ‘yong kakayanan nila na mag-interpret ng social roles na ginagampanan,” Felix said.

(Children before regularly engage in socialization activities. Now, because of the virtual set-up, their ability to interpret the social roles they play will be limited.)

The professor pointed out that when a child grows, they develop empathy and altruism through socialization. Without face-to-face interaction with others besides their family, this generation might not acquire these skills.

“Mahihirapan ngayon sila na makipag-relate sa ibang tao. Mahihirapan sila specifically to have a strong sense of empathy which is very beneficial, lalo na sa interaction natin with other people,” Felix explained.

(They will now have difficulty relating with other people. They will have a hard time specifically having a strong sense of empathy which is very beneficial, especially in interacting with other people.)

“Kapag hindi nangyari ‘yon, na di nila kayang makipag-engage do’n sa ibang tao, it will eventually lead them to frustration. ‘Yong sense of security nila, strong relationships will not be established. Especially with the children and to someone in authority like teachers,” he added.

(If that does not happen, that they could not engage with other people, it will eventually lead them to frustration. Their sense of security, strong relationships will not be established. Especially with the children and to someone in authority like teachers.)

For sociologist and Ateneo de Manila University professor Enrique Leviste, there are certain realities that children will learn differently in the digital world compared to the offline world.

Leviste quoted sociologist philosopher Zygmunt Bauman that the identities, roles, and expectations people show in digital communities can be different from the offline world.

Though Leviste said that social skills could be taught to children, he explained that they will still need to go through “enskilment” which focuses more on the social and cultural aspect “deeply rooted in everyday social experience.”

“It's one thing to acquire skills, it's another thing to actually apply them, or to gain experience, or to actually see what it's like to interact with people different from you,” the sociologist said.

He added that children learn to interact with people they disagree with during playtime and interactions with classmates, compared to sole interactions within their household where adults give way to what the child wants.

“Sa konteksto ng pamilya, ‘yong bata ‘yong sentro ng atensyon. Sa pakikipaglaro sa ibang bata rin natutunan ‘yong kahalagahan ng pagbibigayan, sharing and understanding. And this is what we call constant negotiation because communication, social interaction [are] about negotiating. ‘Hindi sa lahat ng panahon makukuha ko yung gusto ko’,” he said.

(In the context of family, the child is the center of attention. In playing with other kids, they learn the importance of giving, sharing and understanding. And this is what we call constant negotiation because communication, social interaction are about negotiating. “I won’t always get what I want.”)

“The lifelong importance of sharing, being able to sympathize and empathize with others is essential. It's not only for kids. As you develop, as you grow up, it's a life skill,” Leviste emphasized.

The sociologist said that the online world limits people from dealing with tensions and having the will to engage with people who do not act, think or behave like them, which is the key to a compassionate and just society.

“The challenge for us is to find by which prolonged online engagements can build trust and confidence, can teach us to be more empathetic, create more spaces by which we can be more compassionate and just to one another,” Leviste said.

The online set-up can also limit children's full potential and creativity since they are not exposed to varied or diverse social experiences, he said.

Pilot operations of the limited in-person classes in COVID-19 low-risk areas began on Nov. 15, as the Department of Education (DepEd) announced. Limited face-to-face classes will be conducted in 100 public schools—five senior high schools, 95 elementary schools participated by kindergarten to grade three learners—and 20 private schools.

The experts said children are quick to adjust, and these complex adjustments would be expected.

Felix highlighted the role of parents and guardians as vital for this generation as the kids' frustrations might turn into tantrums and drastic changes in behavior which should immediately be addressed.

Fortunately for Zeus and Gabrielle, their parents spend time and effort to make sure that they understand what happens around them as well as guide them in their studies every day.

Virtual and modular learning

The parents said the daily schoolwork of their children lessened as the second year in distance learning began.

Quezon City resident Robert Aranzamendez said his daughter Scarlet, who is enrolled in a private school, has shorter online classes plus a rest day this Academic Year (AY) 2021-2022.

The second-grader, however, could only play online games, watch content on online streaming platforms, or play with her dog to kill time since she’s not allowed to play with other children because of the COVID-19 threat.

“Mahirap magpa-ospital, so mas gugustuhin na lang din namin siya na nandirito lang siya sa bahay,” Robert said.

(It’s hard to be hospitalized, so we want her to be in the house instead.)

With access to gadgets and internet connectivity, Scarlet maximized technology by using Zoom and other applications to call her friends from her online class. Still, she would prefer to see them in school so that they can play in the playground.

“Parang okay lang (face masks and face-shields). Gusto ko kasi nakikita ‘yong friends ko, ‘yong teacher ko,” Scarlet said.

(It’s okay if we are wearing face masks and face shields. I want to see my friends and my teacher.)

On the other hand, seven-year-old Gabrielle would ask her mom if she could draw and color, especially dresses, after finishing her modules and before playing riddles and other games with her younger brother and older cousins, the people she saw as her module-buddies and her only friends.

During lockdown protocols and less access to gadgets, Gabrielle had a newfound interest.

“Medyo nagsa-start na siya maging curious sa mga gawaing bahay, ganyang pagwawalis, ngayon paghuhugas ng plato, pinapayagan ko na siya paunti-unti,” Jay-an shared.

(She started becoming curious about household chores like sweeping floors and washing dishes. I allow her to do those gradually.)

The mother said Gabrielle saw her older cousin and grandmother doing these chores regularly, which piqued her interest in helping.

Meanwhile, Zeus would safely play badminton and ride bikes with his friends in the neighborhood after doing his modules. Unexpectedly, he said he could not imagine doing these activities with classmates if he were to come back to school.

His mother, elementary teacher Marites, said Zeus found modular learning boring and would play instead inside the house.

“Di ba yung bata parang mahilig mag-explore pa ‘yan, mga curious pa ‘yan di ba? So ang hilig nila sa labas di ba? Ngayon, nakukumpara nila na hindi sila happy sa pag-aaral kasi nga sila-sila lang, wala naman silang ibang kasamang bata,” Marites said.

(Children want to explore, they are curious, so they want to go outside, right? Now, they are comparing their studies with before, and they are not happy because they don't have other children companions.)

The eight-year-old boy remembered that they would also be reading books like his current modules and watching stories on the television in school.

“Minsan [kumakain]. Minsan naglalaro kami habang wala pa yung sundo. Pag wala pa yung sundo, naglilinis din sa school. ‘Yon lang,” he said.

(Sometimes we eat, we play while waiting for our fetcher or clean our rooms in the school. That’s all I remember.)

Pandemic enrollees

According to data from DepEd, there are 28,219,623 students enrolled as of AY 2021-2022 with 26,160,331 students from public schools, 1,997,089 from the private sector, and 62,203 from state and local universities and colleges.

This is an increase from the previous year with 26,227,022 enrollees and the pre-pandemic AY 2019-2020 with 27,030,391 total students. However, the number of grade 1 to 3 enrollees in AY 2020-2021 dropped by at least 100,000 students from its previous year.

Data shows that enrollees in private schools for the school year decreased by at least 300,000 students compared to the pre-pandemic year. Public school grade 1 to 3 students, on the other hand, increased by at least 100,000 enrollees in AY 2020-2021.

Prior to President Rodrigo Duterte’s approval on the pilot implementation of limited in-person schooling, the Philippines was one of the last two countries in the world that has yet to reopen schools since the pandemic hit.

As the country continues to battle the COVID-19 pandemic, students from the Crowned Generation may need to spend more time learning in their own homes, amplifying the risks of underdeveloped social skills.

The current generation can only hope for the best future and prepare to adapt to the social implications to come with this next batch of Filipinos.