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Children and COVID-19 Research Library

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

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1 - 15 of 81
Distance learning in early childhood during the COVID-19 crisis: family and educators' experiences

AUTHOR(S)
Raquel Plotka; Ruth Guirguis

Published: August 2022   Journal: Early Childhood Education Journal
The COVID-19 crisis presented teachers and families with the challenge of educating young children online. This study explored the experiences with virtual education of 51 parents and 53 teachers of young children.
Impact of learning from home: cognitive development of early childhood education student in pandemic Covid-19

AUTHOR(S)
Tria Wahyuningrum; Lida Khalimatus Sa’diya

Published: August 2022   Journal: Jurnal Obsesi
The purpose of this research was to determine how the covid-19 epidemic affected early childhood cognitive development. Principals, instructors, parents, and students served as informants in this study. The data collection techniques used in this study were inquiry in interview which were carried out to find out several things related to the impact of Covid-19 on students' cognitive development. The descriptive qualitative method was employed to analyze the data.
Day-to-day life during the COVID-19 pandemic: a longitudinal qualitative study with Canadian parents of young children

AUTHOR(S)
Caroline Sanders; Tess Amyot; Theresa J. Frank (et al.)

Published: August 2022   Journal: Contemporary Issues in Early Childhood
The COVID-19 pandemic brought about changes to the lives of families with young children. It has been associated with physical and psychological risk, yet the impact on younger children is poorly examined. The aim of this qualitative study was to examine how the COVID-19 pandemic impacted the day-to-day life of parents of young children living in a small northern city in British Columbia, Canada. Ten mothers with children aged 0–5 years participated in a six-week longitudinal study between November 2020 and March 2021. This article presents data from entry and exit interviews that were analysed using Todorov's narrative theory. Three key themes were identified: (1) gaps in health services; (2) gaps in early childhood education and programs; and (3) changes to/lost social interactions.
Early childhood teachers' professional learning and development during the homeschooling period

AUTHOR(S)
Tünde Barabási; Gabriella-Mária Stark

Published: August 2022   Journal: Technium Social Sciences Journal
The interpretation framework of this study is the professional development and learning: Postholm’s definition of professional development, informal learning, the continuously professional learning defined by Szivák et al., mutual and cooperative learning. The central question of this empirical investigation was to what extent the practice of homeschooling during the pandemic can be framed as professional learning and development in the case of Hungarian early childhood teachers from Romania. It hypothesized that, despite the serious challenges of the pandemic, both practicing early childhood teachers and educational experts perceive and identify the elements of homeschooling which can also be framed as professional development and learning.
The first reactions of early childhood education schools during the early days of the COVID-19 pandemic in Greece

AUTHOR(S)
Maria Chalari; George Charonitis

Published: August 2022   Journal: Education 3-13
This paper reports the first findings of a study that sheds light upon the way early childhood education schools in Greece responded to the COVID-19 lockdown conditions. Specifically, it explores through content analysis and semi-structured interviews: (a) the way 16 early childhood education schools in Athens (8 public and 8 private) first contacted students and their families to inform them about the suspension (b) the way they adapted their programmes to continue to provide education during the first lockdown (Spring 2020) using different models of home-schooling and (c) teachers’ views on the teaching practices they followed at their schools and the challenges they faced.
Teachers' perceived impact of COVID-19 on early child development in urban China: evidence from a national survey study

AUTHOR(S)
Chuchu Zheng; Yongping Yu; Yi Hou

Published: August 2022   Journal: Early Child Development and Care
This national survey study aimed to explore the teachers' perceived impact of COVID-19 on the development of preschoolers in urban China. 22,466 preschool teachers were randomly sampled from 11 provinces of urban China and surveyed online. First, descriptive statistics found that the teachers perceived the highest improvement in preschoolers' social skills and interpersonal relationships, whereas the least improvements in emotion and psychological health. Second, latent profile analysis generated three profiles: (1) Low Level; (2) Medium Level; and (3) High Level. Among the patterns of demographic factors, those in the profile with development stagnation or regression were most likely to be younger children in Western China public preschools.
Parents' perspectives of family engagement with early childhood education and care during the COVID-19 pandemic

AUTHOR(S)
Penny Levickis; Lisa Murray; Lynn Lee-Pang (et al.)

Published: August 2022   Journal: Early Childhood Education Journal
The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to examine parents’ perspectives of family engagement with ECEC services during the pandemic. Primary caregivers in Victoria at the time of recruitment (September–November 2020) were invited to participate. Of the 66 participants who completed an online survey, 25 also took part in semi-structured video call or phone interviews; qualitative findings from these interviews are reported in this paper. Four key themes were conceptualised using a reflexive thematic approach: (1) disruptions to ECEC access and attendance impacting on family routines and relationships, and child development; (2) barriers to family engagement; (3) ECEC educators’ support of families and children during the pandemic; and (4) increased parental appreciation of the ECEC profession.
The impact of screen time and mobile dependency on cognition, socialization and behaviour among early childhood students during the Covid pandemic- perception of the parents

AUTHOR(S)
Joseph Genimon Vadakkemulanjanal; Thomas M. Agnes; Elizabeth Sneha (et al.)

Published: June 2022   Journal: Digital Education
Digital technology systems are adopted rapidly throughout the globe for the virtual learning process especially with the outbreak of the Covid-19 pandemic. Digital screen-based gadgets are integrated to provide a seamless interactive medium of learning even before the initiation of formal education. Studies on the technology use of younger children are critical as uncontrolled gadget use affects their developmental stages yet these studies are still in the infancy stage. This study analyses the psychoeducational impact of extended use of digital gadgets and mobile dependency on early childhood manifested through their cognition, socialization and behaviour. This descriptive study is based on the random responses of 511 parents about their young children of 3-6 years distributed at five civil districts of Kerala State.
An overnight educational transformation: how did the pandemic purn early childhood education upside down?

AUTHOR(S)
Sinem Aslan; Qi Li; Curtis J. Bonk (et al.)

Published: June 2022   Journal: Online Learning
Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely. Unfortunately, there were few lessons that these teachers could learn from experience to cope with this change since online learning in early childhood settings had been scarce until the outbreak of the pandemic. In response, the goal of this interview study was to investigate how early childhood teachers in public and private schools implemented online learning during the pandemic, the challenges they encountered when teaching online, and their suggestions to address these challenges.
Drawing from and expanding their toolboxes: preschool teachers' traditional strategies, unconventional opportunities, and novel challenges in scaffolding young children's social and emotional learning during remote instruction amidst COVID-19

AUTHOR(S)
Jennifer J. Chen; Charlene Brotherson Adams

Published: June 2022   Journal: Early Childhood Education Journal
Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom.
Children's drawing of plant life in the time of COVID-19: an analysis of the changes related to content and colour over a two-year period

AUTHOR(S)
Ilargi Zaballa; Maria Merino; José Domingo Villarroel (et al.)

Published: June 2022   Journal: Children
This study analyses the depictions that a sample of young children completed to express their knowledge of plant life at two different times, two years apart. The pictorial content is examined by the complexity of the depictions of flora as well as the range of colour that the children in the sample chose. The study presents the changes that occurred in the children’s illustrations of plants after 24 months. The conclusions are discussed in view of the data that preceding studies provide on the subject of botanical literacy in childhood, and raise the hypothesis that the unexpected results obtained in the study might reflect a learning loss in the understanding of the plant world as a consequence of the school closures that followed the outbreak of the COVID-19 pandemic.
Kindergarten practitioners' perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: exploring transitions and transformations in institutional practices

AUTHOR(S)
Czarecah Tuppil Oropilla; Elin Eriksen Ødegaard; Gloria Quinones (et al.)

Published: May 2022   Journal: European Early Childhood Education Research Journal
Intergenerational programs have benefits for both children and older adults; however, the ongoing pandemic has changed social situations across the globe. The focus of this article is on exploring transitions and transformations due to societal conditions and demands that drive the implementation of intergenerational programs during a time of a global crisis that is the COVID-19 pandemic. Through an online survey form and focus group discussion, a total of 64 kindergarten practitioners shared their perspectives on intergenerational programs between young children and older adults in kindergartens in Norway. Kindergarten practitioners identified challenges that hinder intergenerational programs in kindergarten settings during the pandemic, as well as conditions that facilitate its implementation. Implications from this research indicate the need to think differently to be able to provide children with intergenerational experiences in kindergarten settings in Norway even during the pandemic and beyond.
Enhancing digital skills of early childhood teachers through online science, technology, engineering, art, math training programs in Estonia

AUTHOR(S)
Janika Leoste; Zsolt Lavicza; Kristof Fenyvesi (et al.)

Published: May 2022   Journal: Frontiers in Education
Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs.
Global trends in the research on early childhood education during the COVID-19 pandemic: a bibliometric analysis

AUTHOR(S)
Jiahong Su; Davy Tsz Kit Ng; Weipeng Yang (et al.)

Published: May 2022   Journal: Education Sciences
During the COVID-19 pandemic, schools and preschools worldwide have been suspended, causing many challenges for students, parents, and teachers. Through home-schooling, preschool children struggle to accept new (online) learning modes. Teachers need to acquire digital skills quickly to deliver online teaching, while parents need to take on the role of a tutor at home to facilitate their children’s learning. This study aims to gauge the global trends in the research on early childhood education (ECE) during the COVID-19 pandemic, particularly considering the need for a swift response to the impact of the pandemic. It employed the bibliometric approach to studying ECE studies during the pandemic by identifying the countries of most-cited publications, most-cited categories of studies, and research methodologies used in the eligible studies (N = 507).
Rapid retooling and adaptation of EIE data processes and programming: Pashe Achhi Model in early childhood education in emergencies in the Rohingya camps of Bangladesh

In March 2020, after the coronavirus cases in Bangladesh were confirmed, both Humanitarian Play Labs (HPL) and mainstream Play Labs temporarily stopped their face-to-face operations according to the government mandate. The pandemic endangered people’s physical health and highly impacted their socio-economic and mental health conditions. Hence, BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers. Since caregivers are the core agent for children’s learning and development during the pandemic, the model provides psychosocial support and learning support to them. To facilitate the calls, the model trained facilitators on ECD, learning through play, playfulness, and mental health. Pashe Achhi is a telecommunication model consisting of tele-counseling and tele-learning components. After receiving the training, the Play Leaders started to call the families every week to conduct a 20 minutes phone session (10 minutes with the mother and 10 minutes with the child) based on the scripts delivered. In the first 10 minutes, Play Leaders give mothers and caregivers basic psychosocial support, tips on engaging with children and discuss health and hygiene issues.

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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

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.