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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education

AUTHOR(S)
Dita Nugroho; Hsiao-Chen Lin; Ivelina Borisova; Ana Nieto; Maniza Ntekim

The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society.

This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.

Essential services, risk, and child protection in the time of COVID-19: an opportunity to prioritize chronic need

AUTHOR(S)
Johanna Caldwell; Ashleigh Delaye; Tonino Esposito (et al.)

Published: November 2020   Journal: Developmental Child Welfare
In many North American jurisdictions, socioeconomically vulnerable families are more likely to be involved with child protection systems and experience ongoing challenges. The current public health response to the COVID-19 pandemic is having a disproportionate impact on these families via unemployment, “essential” work, isolation, and closures of childcare and schools, with negative implications for children’s developmental wellbeing. Experts warn that while child protection referrals have gone down, children who are at risk of maltreatment are less exposed to typical reporters (e.g., school professionals). At the same time, physical distancing measures are prompting many human service settings to shift toward virtual intervention with children and families. This commentary suggests that a focus on short-term risk in the response to COVID-19 may obscure support for children’s long-term outcomes.
Impacts of the COVID-19 pandemic on children: an ethical analysis with a global-child lens

AUTHOR(S)
Sydney Campbell; Carlo Cicero Oneto; Manav Preet Singh Saini (et al.)

Published: November 2020   Journal: Global Studies of Childhood
During the COVID-19 pandemic, the lives of children and adolescents in resource-limited countries have been significantly impacted in complex ways, while largely having their interests overlooked. The purpose of this colloquium is to examine these impacts across seven resource-limited nations and apply an ethical lens to examine the ways in which children and adolescents have been treated impermissibly.
Re-imagining play spaces in early childhood education: supporting girls’ motive orientation to STEM in times of COVID-19

AUTHOR(S)
Marilyn Fleer

Published: November 2020   Journal: Journal of Early Childhood Research
In unprecedented times, the global community is calling for greater knowledge and engagement in science, technology, engineering and mathematics (STEM) to support the decision making and practices of the general community. COVID-19 has highlighted this pressing need and inviting a ‘new normal’. But STEM is not the core business of early childhood. What role can the early childhood education research community take? This paper reports on a cultural-historical study that investigated how a Conceptual PlayWorld changed the traditional Froebelian play areas to support girls’ play and motives in STEM. The question guiding that study was how could a Conceptual PlayWorld overcome the problems previously identified in the literature on girls’ inclusion in STEM activities in preschools.
A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health

AUTHOR(S)
Kelsey M. Graber; Elizabeth M. Byrne; Emily J. Goodacre (et al.)

Published: November 2020   Journal: Child: Care, Health and Development
Amidst the coronavirus disease 2019 (COVID‐19) pandemic, there is uncertainty regarding potential lasting impacts on children's health and educational outcomes. Play, a fundamental part of childhood, may be integral to children's health during crises. We undertook a rapid review of the impact of quarantine, isolation and other restrictive environments on play and whether play mitigates adverse effects of such restrictions. Fifteen peer‐reviewed studies were identified, spanning hospitals, juvenile and immigration detention and refugee camps. We found evidence of changes in children's access to play in crises and quarantine. These studies indicated how play might support children enduring isolation but lacked robust investigations of play as an intervention in mitigating impacts of restriction.
Flexibility in individual funding schemes: how well did Australia's National Disability Insurance Scheme support remote learning for students with disability during COVID‐19?

AUTHOR(S)
Sophie Yates; Helen Dickinson; Catherine Smith

Published: November 2020   Journal: Social Policy & Administration

Individualized funding schemes are designed to offer people with disability greater choice and control over the services they receive. This research reports on a survey of over 700 families to explore how Australia's National Disability Insurance Scheme (NDIS) supported children and young people and their families to learn remotely during COVID‐19. NDIS funding to support education during the first COVID‐19 lockdown period forms an important case study of the flexibility of individualized funding schemes.

Inequalities in children's experiences of home learning during the COVID‐19 lockdown in England

AUTHOR(S)
Alison Andrew; Sarah Cattan; Monica Costa Dias

Published: November 2020   Journal: Fiscal Studies
This paper combines novel data on the time use, home‐learning practices and economic circumstances of families with children during the COVID‐19 lockdown with pre‐lockdown data from the UK Time Use Survey to characterise the time use of children and how it changed during lockdown, and to gauge the extent to which changes in time use and learning practices during this period are likely to reinforce the already large gaps in educational attainment between children from poorer and better‐off families.
Factors associated with caregiver preferences for children's return to school during the COVID‐19 pandemic

AUTHOR(S)
Christine A. Limbers

Published: November 2020   Journal: Journal of School Health

Amid the COVID‐19 pandemic, there is a need to understand caregiver preferences for their children's instructional format for the start of the 2020 to 2021 academic year. The purpose of the current study was to assess caregiver preferences for on‐campus versus virtual learning at home during the fall and factors associated with these preferences. Participants were caregivers of 4436 children and adolescents who were enrolled in pre‐kindergarten through high school at a large, public school district in Texas. Caregivers were asked to complete an anonymous, online survey about their initial preferences for their student's back to the school learning environment.

Children experienced new or worsening tic issues when they were separated from their parents during the Italian COVID‐19 lockdown

AUTHOR(S)
Danilo Buonsenso; Cristina De Rose; Paolo Mariotti

Published: November 2020   Journal: Acya Paediatrica
A systematic review and meta‐analysis covering the period up to 28 July 2020 suggested that the general impact of COVID‐19 on the physical health of children had been relatively mild up to that point.In fact, studies have suggested that children and adolescents have lower susceptibility to the virus than adults and play a lesser role in transmission, in marked contrast to influenza.However, they have indirectly suffered from the restrictions established to limit the spread of pandemic. These include the mental and social health consequences of social distancing measures, such as closing schools and stopping recreational activities, which are important for the cultural, social and psychological growth of children and adolescents. Some studies have reported that the impact of lockdown measures has caused more harm to them than the actual virus.
COVID-19 social isolation in Brazil: effects on the physical activity routine of families with children

AUTHOR(S)
Cristina dos Santos Cardoso De Sá; André Pombo; Carlos Luz (et al.)

Published: November 2020   Journal: Revista paulista de pediatria
This study aims to identify how Brazilian families with children aged under 13 years face the period of social isolation resulting from the COVID-19 pandemic, especially regarding the time spent on physical activity (PA), intellectual activity, games, outdoor activities and screen. An anonymous online survey was launched on March 24, 2020 in Brazil to assess how families with children aged up to 12 years are adjusting their daily routines to this situation. In the survey, each family reported the daily time each child spent in sedentary activity (sum of intellectual activities, play time on screen, playing without PA) and PA (sum of playing with PA and PA).
School reopening during COVID-19 pandemic: considering students with disabilities

AUTHOR(S)
Joline E. Brandenburg; Lainie K. Holman; Susan D. Apkon (et al.)

Published: November 2020   Journal: Journal of Pediatric Rehabilitation Medicine
Over 80% of the children in the world have had their education impacted by COVID-19. For children with disabilities who receive special education services, access to in-person education and other resources at school is particularly important. The American Academy of Pediatrics advocates for students to attend school in person, without specifics for how children with disabilities can safely return to school. To appropriately plan and accommodate children with disabilities we must prioritize safety, allow for adherence to the Individuals with Disabilities Education Act, and preserve essential school staff. The less cumbersome default of confining students with disabilities to home is not acceptable. This article provides an outline describing why Individual Education Plans and 504 plans are important, how they are related to the COVID-19 pandemic, and recommendations for measures to help with safe return to school for children with disabilities.
Cite this research | Open access | Vol.: 13 | Issue: 3 | No. of pages: 425-431 | Language: English | Topics: Education, Health | Tags: child education, COVID-19 response, disabled children, educational policy, remote learning, school attendance | Countries: United States
Strengthening the online education ecosystem in India

AUTHOR(S)
Rammohan Khanapurkar; Shalini Bhorkar; Ketan Dandare (et al.)

Published: November 2020
The COVID-19 pandemic has disrupted the formal schooling system in India, as it has across the globe, causing massive pressure on the online education sector. This paper analyses the state of digitalised education in India. It outlines current government guidelines on digital-mode schooling, and uses the case of Maharashtra’s five-year-old efforts at digitalising government schools to gauge preparedness for implementing the guidelines. It highlights systemic weaknesses in educators’ pedagogical capacities, critiques the assumption that the availability of digital tools is sufficient to cater to the requirements of online education, and calls for the creation of policies on online education that are context-specific.
Cite this research | No. of pages: 45 | Language: English | Topics: Education | Tags: COVID-19 response, e-learning, remote learning, school attendance | Countries: India | Publisher: Observer Research Foundation
Working from home vs learning from home: a critical investigation and analysis during the COVID-19

AUTHOR(S)
Afzal Sayed Munna; M. Sadeque Imam Shaikh

Published: November 2020   Journal: Asian Journal of Education and Social Studies
The article aimed to make a critical investigation and analysis on working from home vs learning from home during the COVID-19. Small-scale research was conducted only targeting parents (having at least one school going child) to capture the view of how they deem the concept of working from home vs learning from home and whether there are any reservations among both concepts. The findings from the 36 respondents’ feedback suggest that parents often prefer working from home (wherever possible) but the same parent does not want their child to learn from home. The research shows that most parents believe remote working leads to higher productivity and leads to cost-effectiveness and remote learnings deteriorate creativity.
Barriers and facilitators to changes in adolescent physical activity during COVID-19

AUTHOR(S)
Kwok Ng; Jemima Cooper; Fiona McHale

Published: November 2020   Journal: BMJ Open Sport & Exercise Medicine
COVID-19 restrictions reduced adolescents’ opportunities for physical activity (PA). The purpose of this study was to examine how adolescent PA changed during school closures, to identify the key barriers and facilitators for these changes during lockdown and to use this information to understand how to manage future crises’ situations positively to prevent physical inactivity.
Unlocking Learning: The co-creation and effectiveness of a digital language learning course for refugees and migrants in Greece

AUTHOR(S)
Despina Karamperidou; Nikoletta Theodorou; Thomas Dreesen; Mathieu Brossard; Akito Kamei; Javier Santiago Ortiz Correa

Cite this research | No. of pages: 42 | Language: English | Topics: Education | Tags: computer programmes, education, migrants, refugees | Countries: Greece | Publisher: UNICEF Office of Research - Innocenti
1336 - 1350 of 1565

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.

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Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.