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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.
AUTHOR(S) Ilfa Zhulamanova; Jill Raisor
AUTHOR(S) Iqra Almas; Muhammad Salman Abbas; Abdul Waheed
AUTHOR(S) Maria Koutsikou; Vasilia Christidou
AUTHOR(S) Christina O’Keeffe; Sinead McNally
AUTHOR(S) Süleyman Yildiz; Gulenay Nagihan Kilic; Ibrahim H. Acar (et al.)
AUTHOR(S) Xiao Zhang
AUTHOR(S) Sue Rogers
AUTHOR(S) Naseema Shaik
AUTHOR(S) Emily Berger; Gloria Quinones; Melissa Barnes (et al.)
AUTHOR(S) Elizabeth A. Steed; Nancy Leech; Ngoc Phan (et al.)
This study utilized a nationally distributed survey to explore early childhood teachers’ experience of providing remote learning to young children and their families during the early months of the U.S. response to the COVID-19 pandemic. A convergent parallel mixed-methods design was used to analyze 805 participants’ responses to closed and open-ended survey questions. Results indicated that teachers provided various remote learning activities and spent more time planning instruction and communicating with families than providing instruction directly to children. Early childhood teachers reported several positive aspects of remote learning and various challenges during the initial months of the pandemic. Study findings are discussed in the context of policy and practical implications for supporting early childhood teachers to deliver high-quality and developmentally appropriate remote learning for all young children and their families.
AUTHOR(S) Kerrie Proulx; Kristy Hackett; Shekufeh Zonji
This project was undertaken in December 2021 using a short online questionnaire. Respondents were asked to provide demographic information and to select up to three urgent COVID-19 research priorities among a list of 15 topics related to early childhood development and nurturing care. This list was generated by reviewing the World Health Organization’s (WHO) Nurturing Care Framework and expert opinion. Space was provided for respondents to list additional research priorities not included in the list. The questionnaire was completed by 98 respondents from 47 mostly low- and middle-income countries. Most respondents were professionals in the early childhood development space and users or consumers of research (59%), including pediatricians, early childhood educators and program managers. Thirty-six percent of respondents were researchers, and 5% worked for research funding agencies.
AUTHOR(S) Anne Keary; Andrea Reupert; Mervi Kaukko (et al.)
AUTHOR(S) Gabrielle Wills; Jesal Kika-Mistry
AUTHOR(S) Sabeerah Abdul-Majied; Zoyah Kinkead-Clark; Sheron C. Burns
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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The first digest covers children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response
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