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AUTHOR(S) Jakub Greń; Krzysztof Ostaszewski; Krzysztof Jan Bobrowski (et al.)
AUTHOR(S) Amy Marie Webster
This article first explores three literary representations of young people who are immersed in books by focusing on Alice’s sister in Alice’s Adventures in Wonderland, Belle from Beauty and the Beast and Matilda. It argues that these characters create solitary reading experiences by being absorbed in books which provides escapism and company. It considers how representations of literary children immersed in books can provide a model of this type of reading behaviour for child readers, provided that these representations are sufficiently diverse. The article then focuses on primary literacy education in the United Kingdom and discusses how policy requirements can mean that children’s school reading experiences are often shared rather than solitary ones. It draws on a recent study of children’s reading habits (Topping, 2021) to highlight how children’s increased enjoyment in reading during the first lockdown of the Covid-19 pandemic can be partly attributed to them having more time to read alone, which enabled them to become immersed in a story and made them feel better about being isolated. The article concludes by arguing that children need to have more opportunities in school to be alone with books to allow for immersive reading experiences.
AUTHOR(S) Sofia Zogogianni; Gail Whiteford; Panagiotis Siaperas
Occupational engagement and participation is considered essential for children’s health, development, and social connectedness. Due to the global COVID-19 pandemic and the ensuing government ordered restrictions in Greece, school aged children’s patterns of occupational engagement were altered. The purpose of this study was to explore the ways in which restrictions disrupted school aged children’s occupational patterns and the ways in which they engaged in chosen occupations in Greece during the first wave of COVID-19 in 2020. Two hundred and seventy-five children aged 6- to 12-years old completed the Children’s Assessment of Participation and Enjoyment (CAPE) online. The data were analyzed using descriptive statistics to identify how the patterns of occupation and forms of occupational engagement changed during the COVID-19 related restrictions and whether age or gender could be correlated to any altered patterns identified.
AUTHOR(S) Grace Keengwe; Ariri Onchwari
AUTHOR(S) Jiaxin Li; Xinyi Huang; Xinyu Lei (et al.)
AUTHOR(S) Tashi Phuntsho
AUTHOR(S) Nabhira Aftabi Binte Islam; Faria Tabassum Tanni; Arzu Akter (et al.)
Children never faced a pandemic situation. For this situation children’s lives are being affected, including their daily routine. This situation could have influenced both bad or good habit. One of the most alarming issue was their food consumption pattern during lockdown at home. This study aimed to assess an English medium school children’s food consumption habit during COVID-19 lockdown. This cross-sectional study was carried out about one of the English medium school children’s eating habits during the COVID-19 lockdown in Bangladesh. Online questionnaire was developed and delivered to the care giver of the children’s. Total 130 caregivers and 223 children were selected purposively. The study period was 1st October 2020 to February 2021.
AUTHOR(S) Vanessa Delgado
AUTHOR(S) Lisa B. Thorell; Anselm B. M. Fuermaier; Hanna Christiansen (et al.)
One of the COVID-19 pandemic consequences that has affected families the most is school lockdowns. Some studies have shown that distance learning has been especially challenging for families with a child with neurodevelopmental disorders such as ADHD or ASD. However, previous studies have not taken the heterogeneity of these disorders into account. The aim of the present study was therefore to investigate differences between families with a child with ADHD, ASD, or both conditions, and to examine the role of underlying deficits in executive functioning (EF) in both children and parents in relation to negative and positive effects of distance learning. Survey data assessing both negative and positive experiences of distance learning were collected from parents with a child aged 5–19 years in seven Western European countries: the UK, Germany, Spain, Sweden, the Netherlands, Italy, and Belgium. Altogether, the study included 1010 families with a child with ADHD and/or ASD and an equally large comparison group of families with a child without mental health problems. We included measures of three different types of negative effects (i.e., effects on the child, effects on the parent, and lack of support from school) and positive effects on the family.
AUTHOR(S) Min Lan; Qianqian Pan; Cheng Yong Tan (et al.)
AUTHOR(S) Steward Mudenda; Moses Mukosha; Brian Godman (et al.)
AUTHOR(S) Adedeji Adeniran; Dozie Okoye; Mahounan P. Yedomiffi (et al.)
About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
AUTHOR(S) Ilaria Galasso; Gemma Watts
AUTHOR(S) K. Strasser; P. Arias; F. Alessandri (et al.)
AUTHOR(S) Sohana Intasa Siddiqua
The students in primary and high schools were the most at risk of being impacted by the Covid-19 outbreak in terms of their educational status. The whole education system slowly transited from in-class to online as per the time’s demand. By examining students’ online learning experiences during the COVID-19 epidemic in various situations, this study aims to present student voices of online education and explain why the implications are significant for student learning. Two nations are studied on a comparative window-Bangladesh and the United Arab Emirates-having different levels of socioeconomic development, the severity of the COVID-19 outbreak, pandemic preparedness measures, and the growth of online learning. A total of 125 students from Bangladesh and the UAE were surveyed quantitatively on the efficiency of online learning. To determine the efficacy of online education, constructs were created, and a questionnaire based on the structures was established. This study is cross-sectional and uses an inferred deductive methodology. Although many studies assert that online learning is just as successful as traditional learning, relatively few studies have examined the effectiveness of online instruction, particularly when switching from traditional learning methods to online learning. Additionally, no paper has investigated how elementary school pupils perceive the system, despite the fact that they were the most susceptible during the changeover. This essay seeks to close that gap.
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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