Young Children's Social Interaction Recovery After the COVID-19: Perspectives of Teachers, a Headteacher, and Parents
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Abstract
The COVID-19 pandemic restricted young children’s opportunities to interact directly with peers and teachers, affecting their social development. Although face-to-face learning has resumed, the process through which children’s social interaction recovers in the post-pandemic period remains insufficiently understood. This study aimed to analyze the recovery of young children’s social interaction in face-to-face learning from the perspectives of teachers, a headteacher, and parents. A qualitative descriptive approach was employed with eight purposively selected participants comprising three teachers, one headteacher, and four parents. Data were collected through semi-structured in-depth interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Trustworthiness was strengthened through member checking, peer debriefing, and an audit trail. The findings showed that children’s social interaction recovered gradually after their return to face-to-face learning. This recovery was shaped by family routines and social experiences, responsive teacher communication and individualized scaffolding, collaborative play activities, and consistent school–family collaboration. The study concludes that the recovery of young children’s social interaction is a continuing developmental process rather than an immediate consequence of school reopening. Sustained and coordinated support from schools and families is therefore essential to provide meaningful opportunities for communication, cooperation, and peer engagement across children’s daily environments.
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