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Children and COVID-19 Research Library

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

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46 - 60 of 796
Implementation and challenges of online education during the COVID-19 outbreak: a national survey of children and parents in China

Wenting Zhu; Qianqian Liu; Xiumin Hong

Published: July 2022   Journal: Early Childhood Research Quarterly
This study aims to explore the implementation and challenges of China's national online education strategy – “Suspending Classes Without Stopping Learning” (SCWSL) – during the COVID-19 pandemic from the perspective of children and their parents. Altogether 28,334 children (aged 6-8 years) and their parents were randomly sampled from nine cities in five provinces of China, and a mixed-method design involving a questionnaire and interviews was used.
Continuing trail of COVID-19 pandemic impacts on the education and psychology of children and youths: a narrative review

Naina Kumar; Vikas Bhatia

Published: July 2022   Journal: Child Care in Practice
It’s been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched.
Perceptions of adolescents on the COVID-19 pandemic and returning to school: qualitative questionnaire survey, September 2020, England

Annabel A. Powell; Georgina Ireland; Felicity Aiano (et al.)

Published: July 2022   Journal: BMC Pediatrics

Little is known about the views of adolescents returning to secondary school during the current COVID-19 pandemic. In September 2020, the UK Health Security Agency (UKHSA), formerly known as Public Health England (PHE),recruited staff and students in secondary schools to provide nasal swabs, oral fluid and blood samples for SARS-CoV-2 infection and antibody testing. Students aged 11–18 years in five London schools completed a short questionnaire about their perception of the pandemic, returning to school, risk to themselves and to others and infection control measures, and participating in school testing.

Secondary school students' experience with online lessons during the first two waves of the COVID-19 pandemic

Silvia Barnová; Slávka Krásna; Zuzana Geršicová

Published: July 2022   Journal: R&E-SOURCE
In the proposed paper, the authors present the results of a questionnaire survey on Slovak secondary school students’ experiences gained during the first two waves of the COVID-19 pandemic. Two questionnaire surveys have been carried out within an ongoing research project focused on the limits of online learning in secondary schools and on new opportunities brought by the involuntary transfer from school-based to distance learning during the pandemic crisis. The research sample consists of secondary school students who, in June 2020, were questioned about their experiences with online lessons during the first wave of the pandemic, and, in the academic year 2020/2021, a questionnaire on their experiences gained during the second pandemic wave was administered to them.
A phenomenological study on the experience of high school senior students during the COVID-19 period

Jeong Soon Shin; Dong Won Kim

Published: July 2022
This study is a qualitative study using a phenomenological approach to understand what high school seniors experience through one-on-one in-depth interviews and the meaning structure of the experience to provide a comprehensive and holistic understanding for students who need to choose and decide a new career in the era of infectious diseases. Participants in this study were first graders in high school when COVID-19 swept the world in 2019 and students who took the entrance exam in 2022. In selecting study participants, purposeful sampling and snowball sampling were used to find participants who could provide the timelyness of the sample, various experiences, and deep insight. Participants in the study were 8 people who provided voluntary consent in advance, and data collection was conducted from January to March 2022.
Experience with open schools and preschools in periods of high community transmission of COVID-19 in Norway during the academic year of 2020/2021

Sara Stebbings; Torill Alise Rotevatn; Vilde Bergstad Larsen (et al.)

Published: July 2022   Journal: BMC Public Health volume

Schools and preschools have largely remained open in Norway throughout the pandemic, with flexible mitigation measures in place. This contrasts with many other high-income countries that closed schools for long periods of time. Here we describe cases and outbreaks of COVID-19 in schools and preschools during the academic year 2020/2021, to evaluate the strategy of keeping these open with infection prevention control measures in place. In this descriptive study, the Norwegian Institute of Public Health initiated systematic surveillance for COVID-19 cases and outbreaks in schools and preschools in October 2020. Data was compiled from the national outbreak alert system VESUV, municipality websites, and media scanning combined with the national emergency preparedness register Beredt C-19. An outbreak was defined as ≥ 2 cases among pupils or staff within 14 days at the same educational setting. Settings were categorized as preschool (1–5-years), primary school (6–12-years), lower secondary school (13–15-years) and upper secondary school (16–18- years).

Post-COVID library: educating children to media and information literacy through UNESCO's Memory of the world programme

Ruohan Zhang; Linh Anh Moreau

Published: July 2022   Journal: Access
The COVID-19 pandemic has severely disrupted children's education in schools, and reflects the urgent demands of children and their educators for diverse learning channels and materials. Memory institutions such as libraries, archives and museums, as repositories of reliable sources of information and knowledge service provider, have a responsibility to contribute to the cultural and media literacy education of children. Therefore, memory institutions should explore innovative ways to safeguard and utilize documentary collections in media and information literacy education for people and especially children, and share and promote good practices. These efforts will also inspire younger generations to participate in the preservation and transmission of historical records.
A "curriculum of hope": designing and evaluating a remote mentoring program for pupils in a pandemic

Richard Pountney

Published: July 2022   Journal: ECNU Review of Education

This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15–18-year-old pupils who were unable to attend school in England for periods during 2020–2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes, and his concept of open schools, to identify the form of knowledge inherent in online mentoring.

'Go away from this galaxy coronavirus': children's meanings and feelings of the Covid-19 pandemic through narrated drawings

Zoi Nikiforidou; Eleni Doni

Published: July 2022   Journal: European Early Childhood Education Research Journal
Children, like everyone, have been affected in multiple ways by the changes the pandemic has caused. This study aims to explore how 4–6-year-olds (N =  50) express through drawings and narrations their meanings and feelings around coronavirus. From a rights-based approach and in particular, children’s rights to access information, to express their ideas and be listened to, the study captures how young children think of and feel about the coronavirus, during the first lockdown in early 2020.
Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana

Sharon Wolf; Elisabetta Aurino; Noelle M. Suntheimer (et al.)

Published: July 2022   Journal: Child Development
The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; Mage = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises.
Listening to Filipino parents' voices during distance learning of their children amidst COVID-19

Abdul Wahid I Tocalo

Published: July 2022   Journal: Education 3-13
Given that the experiences of Filipino parents around distance learning education amid the COVID-19 pandemic have been overlooked in research, this study used an embedded mixed methods design to survey 837 Filipino parents’ needs regarding distance learning of their children under primary level during the pandemic.
School wellbeing and psychological characteristics of online learning in families of children with and without hearing loss during the Covid‐19 pandemic

Bianca Maria Serena Inguscio; Maria Nicastri; Ilaria Giallini (et al.)

Published: July 2022   Journal: Psychology in the Schools
This study investigated the psychological characteristics of online learning on Italian students with and without hearing loss (HL) and on their parents, who were forced into isolation during the Covid-19 pandemic. An online survey collected information on socio-demographic data and opinions concerning online learning from 61 children (mean age 11; 25 males, 36 females), including 43 with HL and also from their parents; additionally, school wellbeing and anxiety were assessed.
Parent–teacher interactions during COVID-19: experiences of U.S. teachers of students with severe disabilities

Grace L. Francis; Alexandra R. Raines; Alexandra S. Reed (et al.)

Published: July 2022   Journal: Education Sciences
In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.
Graduating during the COVID-19 pandemic: digital media practices and learning spaces among pupils taking their school-leaving exams

Belinda Mahlknecht; Richard Kempert; Tabea Bork-Hüffer

Published: July 2022   Journal: Sustainability
The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final year of their secondary education as they prepared for and finalized their school-leaving exams to investigate the following questions: What did pupils’ socio-material-technological learning spaces look like during this period? How did they adapt their digital media practices to cope with learning remotely? How did their situatedness in these learning spaces influence their learning experiences? Building on existing research in the field of digital and children’s geographies as well as learning spaces, through a combined content and narrative analysis, this article situates pupils’ learning spaces and experiences of graduating during the pandemic in the context of family relations, socio-material home spaces, polymediated learning environments and the accessibility of outdoor spaces.
Ensuring future resilience beyond ICT and online teaching and learning of social studies in Ghanaian senior high schools: lessons from COVID-19 pandemic

John Zengulaaru; Ernest Nyamekye (et al.)

Published: July 2022   Journal: Social Education Research
The emergence of COVID-19 has posed unprecedented challenges to every sphere of social life, including education. To mitigate the educational challenges, students and teachers were urged to adjust to online teaching and learning. This spurred a slew of studies into ICT and online teaching and learning. However, studies had given little attention to resilient mechanisms beyond ICT and online teaching and learning, particularly, in Social Studies. This study, therefore, purported to elicit the challenges encountered by students and teachers in the teaching and learning of Social Studies during the COVID-19 school closures. It also sought to identify holistic resilient approaches to withstand future unforeseen contingencies. An explanatory sequential mixed method design was employed in this study. Overall, 300 form three students of senior high school and 15 Social Studies teachers participated in this study. Quantitative data were analyzed using SPSS Version 20. Thematic analysis was used to analyse the qualitative data.
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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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COVID-19 & Children: Rapid Research Response

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