Women suddenly saddled with increased caregiving duties – whether for children or elderly parents – have been forced to reduce their hours, which hurts their careers and lifetime earnings.
A Guatemalan immigrant tries to log on to his Chromebook while remote learning in Stamford, Connecticut.
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Immigrant students often have work commitments outside class, and they may need additional language support. Giving them equal access to technology during remote learning might not be enough.
The interruption to young children’s learning is happening precisely at a time when developmental gains matter most.
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Remote contact with families in the coronavirus emergency is critical, but learning on a screen is not how young children will gain the foundational and developmental skills they need.
Adjunct Professor, Department of Applied Psychology and Human Development at Ontario Institute for the Study of Education (OISE), University of Toronto