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Children and COVID-19 Research Library

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

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31 - 45 of 1565
"Digital natives in online classes. Internet use among Warsaw adolescents prior to, and during, the COVID-19 pandemic. Mokotów Study 2016-2020"

Jakub Greń; Krzysztof Ostaszewski; Krzysztof Jan Bobrowski (et al.)

Published: December 2022   Journal: Alcoholism and Drug Addiction
The internet has become a part of adolescents’ lives with all the positive and negative consequences. The major risks include so-called problematic internet use (PIU). The latest Mokotów Study provided an opportunity to examine adolescents’ internet use during the pandemic. This is one of the few studies in this area conducted on adolescents from Poland. The study participants’ group consisted of first-year high school students from Warsaw (N = 769, 14-16 years of age, 47.6% female). An online questionnaire was used for the study. The IADQ developed by Kimberly Young was used to measure internet-use patterns. The results were compared to the previous round of the Mokotów Study from 2016.
Cite this research | Open access | Vol.: 35 | Issue: 2 | No. of pages: 141-170 | Language: English | Topics: Education | Tags: child education, COVID-19 response, internet, lockdown, new media, remote learning, school attendance, social distance | Countries: Poland
Children reading alone and reading together: literary representations and lessons from a pandemic

Amy Marie Webster

Published: December 2022   Journal: Journal of Silence Studies in Education

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.

Cite this research | Open access | Vol.: 2 | Issue: 1 | No. of pages: 12 | Language: English | Topics: Education | Tags: child education, COVID-19 response, lockdown, primary education, social distance, textbooks | Countries: United Kingdom
Understanding disruptions to children's patterns of occupation and forms of occupational engagement during COVID-19 in Greece: an exploratory study

Sofia Zogogianni; Gail Whiteford; Panagiotis Siaperas

Published: December 2022   Journal: Journal of Occupational Science

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.

Assessment of parent–teacher relationships in early childhood education programs during the COVID-19 pandemic

Grace Keengwe; Ariri Onchwari

Published: December 2022   Journal: Early Childhood Education Journal
Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic specifically affected parent–teacher relationships. This study examined whether parent, teacher and other program characteristics had an impact on early childhood parents’ ratings of the quality of their relationships with teachers.
ICT literacy, resilience and online learning self-efficacy between Chinese rural and urban primary school students

Jiaxin Li; Xinyi Huang; Xinyu Lei (et al.)

Published: December 2022   Journal: Frontiers in Psychology
In the process of large-scale online education during the COVID-19 pandemic, students’ online learning has caused widespread public concerns. This study investigated the relationships between Chinese rural and urban primary school students’ information communications technology (ICT) literacy, student resilience, and online learning self-efficacy in a large-scale online education environment during the pandemic in China. We compared 5,037 primary school students in rural areas to 5,045 primary school students in urban areas with matching gender and grade in nine regions in China’s Guangdong province, using a survey comprising an ICT literacy scale, a student resilience scale, an online learning self-efficacy scale, and an ICT devices scale. The ICT literacy, resilience and online learning self-efficacy of primary school students in rural areas were significantly lower than those in urban areas (p < 0.01).
Experiences of teachers in implementing the "Education in emergency" During COVID-19 pandemic, 2020: a case study in lower secondary school in Eastern Bhutan

Tashi Phuntsho

Published: December 2022   Journal: Bhutan Journal of Research and Development
This  paper  reports  a  case  study  carried  out  in  a  lower  secondary  school  in  the eastern district of Bhutan on implementing the “Education in Emergency” programduring  the  closure  of  schools  in  2020  due  to  the  novel  COVID-19  pandemic.  It investigated  teachers’  experiences  of  how  effectively  they  implemented  the “Education in Emergency” (EiE) Programme initiated by the Ministry of Education, Bhutan  through  various  online  tools.  This  study  employed  a  sequential  multi-method paradigm starting with the survey of all teachers (n=35), preceded by in-depth semi-structured interviews, observations,and detailed field notes of teachers (n=6)  who  were  purposefully  selected  based  on  the  survey findings. The  study focused on understanding the teachers’ awareness of the change  of  curriculum, students’  level  of  preparedness  for  online  learning,  support  from  various stakeholders; school, parents,and Dzongkhag Education Sector, and perceptions of  teachers  on  the  special program“Reaching the Unreached” initiatedby  the school solely aimed at benefiting the students who were unable to access from thee-learning platforms.
Food consumption pattern among children in an English medium school during COVID-19

Nabhira Aftabi Binte Islam; Faria Tabassum Tanni; Arzu Akter (et al.)

Published: December 2022   Journal: Journal of Preventive and Social Medicine

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.

Cite this research | Open access | Vol.: 40 | Issue: 2 | No. of pages: 32-37 | Language: English | Topics: Education, Health, Nutrition | Tags: child health, child nutrition, COVID-19 response, lockdown, school feeding programmes, social distance | Countries: Bangladesh
Civic engagement and Latina immigrant mothers' remote learning involvement during COVID-19

Vanessa Delgado

Published: December 2022   Journal: Sociological Forum
Immigrant incorporation scholars have established that racialized immigrant parents encounter several barriers in their children's schooling: namely, language and cultural differences, discrimination, unfamiliarity with the U.S. schooling system, and unhelpful school agents. However, less is known about the mechanisms that lessen these challenges. Drawing on insights from immigrant incorporation and civic engagement literature, this study examines how advocacy organizations can mediate the barriers racialized immigrant parents face in their children's schooling. A case study of 20 Latina immigrant mothers is used to demonstrate how civically engaged parents drew on their participation with a local advocacy organization—Parent's Choice—to overcome the barriers that emerged during the transition to remote learning due to the coronavirus disease 2019 pandemic.
Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Lisa B. Thorell; Anselm B. M. Fuermaier; Hanna Christiansen (et al.)

Published: December 2022   Journal: Child and Adolescent Psychiatry and Mental Health

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.

Understanding protective and risk factors affecting adolescents' well-being during the COVID-19 pandemic

Min Lan; Qianqian Pan; Cheng Yong Tan (et al.)

Published: December 2022   Journal: https://www.nature.com/articles/s41539-022-00149-4
This study investigated the factors affecting adolescents’ well-being during the COVID-19 pandemic from the perspectives of their participation in digital activities, emotional regulation, self-regulated learning, and parental involvement. Using self-reported data from 932 pairs of adolescents and their parents, we performed multiple-group structural equation modeling, which revealed that self-efficacy in online learning during school suspension was a key factor influencing adolescents’ perceived worries after schools resumed. During school suspension, boys’ cognitive-emotional regulation played a protective role in their well-being, helping them to avoid cyberbullying incidents, while girls’ participation in leisure-oriented digital activities compromised their self-efficacy in online learning and led to cyberbullying incidents. Furthermore, improvement in parent–child relationships during school suspension encouraged adolescents to use more positive emotional regulation strategies, enhanced their self-efficacy in online learning, and reduced their leisure-time digital activities.
Knowledge, attitudes, and acceptance of COVID-19 vaccines among secondary school pupils in Zambia: implications for future educational and sensitisation programmes

Steward Mudenda; Moses Mukosha; Brian Godman (et al.)

Published: December 2022   Journal: Vaccines
The coronavirus disease 2019 (COVID-19) pandemic resulted in the closure of schools to slow the spread of the virus across populations, and the administration of vaccines to protect people from severe disease, including school children and adolescents. In Zambia, there is currently little information on the acceptance of COVID-19 vaccines among school-going children and adolescents despite their inclusion in the vaccination programme. This study assessed the knowledge, attitudes, and acceptance of COVID-19 vaccines among secondary school pupils in Lusaka, Zambia. A cross-sectional study was conducted from August 2022 to October 2022.
COVID-19 learning losses, parental investments, and recovery: evidence from low-cost private schools in Nigeria

Adedeji Adeniran; Dozie Okoye; Mahounan P. Yedomiffi (et al.)

Institution: Research on Improving Systems of Education
Published: December 2022

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.

Inequalities in the challenges affecting children and their families during COVID-19 with school closures and reopenings: a qualitative study

Ilaria Galasso; Gemma Watts

Published: December 2022   Journal: Public Health Ethics
School closure is one of the most debated measures undertaken to contain the spread of the Coronavirus disease (COVID-19) pandemic. The pandemic has devastating health and socio-economic effects and must be contained, but schools play a vital role in present and future well-being, capabilities and health of children. This study examines the detrimental consequences of both the closure and reopening of schools, by focusing on inequalities in the challenges affecting children and their families. This paper is grounded on Irish and Italian data from a multi-national longitudinal qualitative interview study. Research participants articulated a variety of issues and challenges that highlight inequalities in access to education during school closures, in the supportiveness of home setting, and in school preparedness to reopen, often mirroring or exacerbating pre-existing inequalities.
Adolescents' academic self-efficacy and emotions during the COVID-19 pandemic: a latent profile analysis of family and school risk factors

K. Strasser; P. Arias; F. Alessandri (et al.)

Published: December 2022   Journal: School Psychology
The study sought to identify family conditions and school actions associated with academic self-efficacy and emotional well-being of adolescents during the COVID-19 pandemic in Chile. School closures are likely to have affected students’ sense of academic efficacy and emotional well-being by removing support factors such as teacher and peer support for both academic and social tasks. At the same time, family stressors caused by the pandemic are also likely to have affected children. Data were collected by a Chilean school district about the family conditions and well-being of 5th–12th-grade students (N = 1,941) during lockdown. Exploratory factor analysis and latent profile analysis were applied to parents’ and students’ reports about family processes and material conditions. Family profiles and school responses to lockdown were used to predict students’ academic self-efficacy and emotions. Family profiles were mainly differentiated by parenting processes, material conditions, and parenting stress. Regression analyses showed that the family profile predicted students’ negative emotions and low self-efficacy. Specifically, children of families with higher scores in all dimensions were less at risk of reporting low academic self-efficacy and negative emotions, but the two average profiles—with high and low stress—were not different in this regard. Student gender and age were predictors of negative emotions but not self-efficacy. In contrast to family factors, school actions during the pandemic did not predict academic self-efficacy and well-being.
The effectiveness of online education during Covid-19 pandemic: a comparative analysis between the perceptions of high school students and primary school students from Bangladesh & the United Arab Emirates

Sohana Intasa Siddiqua

Published: December 2022   Journal: American Journal of Interdisciplinary Research and Innovation

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.

31 - 45 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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