Ghulam Mustafa Rajput*

Associate Professor and Director BBSION, Peoples University of Medical and Health Sciences, Nawabshah, Sindh, Pakistan

*Corresponding Author: Ghulam Mustafa Rajput, Associate Professor and Director BBSION, Peoples University of Medical and Health Sciences, Nawabshah, Sindh, Pakistan.

Received: February 18, 2021 ; Published: March 09, 2021

Citation: Ghulam Mustafa Rajput. “Does Online Teaching Matters the Affective Learning Domain of Children ”. Acta Scientific Paediatrics 4.4 (2021): 26.

It is universal truth that the child education has remained the one of the main concerns for parents and is believed as the guarantor for the welfare of human being.

For the deliverance of standard education the importance of appropriate environment is as compulsory as the course syllabus or curriculum.

Covid-19 has affected the world economy, health status and the education of the children in particular is being compromised.

It is well proved by various resources of media that show of covid-19 pandemic, the mindset of children for the education has been declined reasoning the closures of schools in this viral scenario.

One of the reasons of such declination is the absence of the environment which school provide to the children equipped with the aid of extrinsic motivation, rewards, and learning zeal in competition to the class colleagues.

These psychological and educational aids cannot be provided at home environment where children attend their online classes, neither such tasks may be accomplished by means of distance learning. Long absence of such tasks that structure the affective domain of children may result in child loss in cognitive and psychomotor activities.

In structuring the plan for the educational growth of children the highly cognitive and psychomotor skills are believed to be the booster of creative abilities of learning for a child.

These creative abilities include: language of subject matter; cognitive; social and emotional; spiritual and moral attitudes. These creative abilities cannot be enhanced in the child unless the affective learning domain of a child is enriched at school environment; where the affective learning domain exists and interacts with the cognitive level of a child in the pursuit of creative abilities.

Let’s raise our hands together with this pray that we must educate our children in a formal traditional way that they may become the sort of human who proves helpful for the wellbeing of humanity in this age of lethal pandemic age.

Copyright: © 2021 Ghulam Mustafa Rajput. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.