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AUTHOR(S) Bonnie D. Kerker; Natalia M. Rojas; Spring Dawson-McClure (et al.)
AUTHOR(S) Grace Keengwe; Ariri Onchwari
AUTHOR(S) Meg Bruening; Camila Nadalet; Nathan Ashok (et al.)
Early Care and Education (ECE) sites are critical hubs for social, emotional, and physical learning development of preschool children (ages 3–5). The COVID-19 pandemic has impacted ECE enrollment and participation; until June 2022, preschool children in the US were ineligible for COVID-19 vaccines. It is critical to identify perceptions of teachers/directors and parents to enhance safe return-to-school efforts. Focus groups (n = 7; 22 participants) were conducted with ECE teachers/directors throughout Arizona to examine perceptions of COVID-19 testing for families and staff at ECE sites, and current and possible COVID-19 mitigation strategies during Summer 2021. Preschool parents from underserved families in Phoenix (n = 41) completed a brief survey on their perceptions of benefits of ECE for themselves and their children, thoughts on COVID-19 mitigation strategies, and timing for safe return to school during Spring 2021. Focus groups were transcribed and analyzed for themes using constant comparison.
AUTHOR(S) Marzenna Magda-Adamowicz
AUTHOR(S) Charlotte V. Farewell; Jennie Quinlan; Jini Puma (et al.)
AUTHOR(S) Zeni Scott; Diya M. Uthappa; Tara K. Mann (et al.)
Test-to-stay (TTS) is a strategy to limit school exclusion following an exposure to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). This study evaluated the use of TTS within universally masked kindergarten through 12th grade (K-12) school settings following household SARS-CoV-2 exposure. Three hundred twenty-two participants were enrolled. Serial rapid antigen testing was performed up to 15 days post-exposure. Analysis-eligible participants completed the 15-day testing protocol, tested positive any time during the testing window, or received a negative test on or after day 9. Primary outcomes included within-school tertiary attack rate (TAR) (test positivity among close contacts of positive TTS participants), and school days saved among TTS participants.
AUTHOR(S) Ulima Mazaya Ghaisani; Amalia Rasydini Salam
COVID-19 pandemic and the associated lockdown have con-fined children to their homes and have resulted in an exponential increase in screen usage among children. This review aimed to scrutinize changes in screen time rate and duration in children and the correlation with increased risk of language delay in children under two years old with any screen time or screen time for more than 1 hour in children 2—5 years old during the COVID-19 pandemic. Method: In this systematic review journal, we searched the database from PubMed and Google Scholar with the keywords of screen time OR computer OR television OR video game OR YouTube OR digital screen time AND COVID-19 OR SARS-Cov-19 AND preschool children OR birth to 5 years on January 13th, 2022.
AUTHOR(S) Chuchu Zheng; Yongping Yu; Juncen Lu (et al.)
AUTHOR(S) Lorna Arnott; Laura Teichert
AUTHOR(S) Koray ÖZ; Eylem Ezgi Ahiskali; Ali Türkel (et al.)
This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week[1]period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well.
AUTHOR(S) Zunaira Kanwal; Muhammad Shahid Farooq
The major interruption is going to occur in children learning at all stages of Education because of worldwide closure of Educational institutions. Such interference in formal schooling experiences adversely affect academic outcomes of school age children. This study was qualitative in nature and phenomenology research design was adopted to investigate, how COVID-19 impacted early childhood care and Education in Pakistan. Sample selected through criterion sampling, a purposive sampling method. This study was based on 17 in-depth semi-structured interviews from teachers and parents of pre-school children.
AUTHOR(S) S. Diefenbacher; M. Grgic; F. Neuberger (et al.)
AUTHOR(S) Giovanni Maria Vecchio; Federica Zava; Maria Gerbino (et al.)
AUTHOR(S) Wenqing Ren
AUTHOR(S) Raquel Plotka; Ruth Guirguis
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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