Children and COVID-19 Research Library

With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics.

WHO  recognized COVID-19 a pandemic on March 12, 2020 and National Health Commission officially declared it as a Class-B infectious disease. The technological advancements enabled the teaching staffs to keep their students involved during this period of COVID-19 pandemic. Online classes become the efficient medium to learn by staying at home. To find out the challenges faced by mothers during online learning in order to devise a systematic plan for smooth and effective learning in case of another crises like COVID-19. It was a cross sectional study carried out at CMH LMC&IOD ,  in which a user-defined questionnaire was introduced to the participants which were mothers of school going children from all over the city. The questionnaire got 161 responses in total, but two were incomplete so 159 were considered while doing the analysis. The results were analyzed using SPSS25.

The outbreak of Covid-19 and consequent school closures created a considerable challenge for educational systems around the world. Many countries have shifted to online learning and other digital alternatives to ensure continuity in education. Within this global and historical context of the Covid-19 pandemic, the present study aimed to explore teachers’ attitudes towards the use of online learning for young children in Saudi Arabia. A total of 346 early childhood teachers were surveyed during school closures and the concomitant shift to online learning and teaching. The teachers who participated were recruited from public and private kindergartens and early childhood centers. The respondents completed a survey consisting of two scales developed for the purposes of this study.

Despite the growing body of research on the consequences of the COVID-19 pandemic on children’s wellbeing, few studies so far have explored children’s points of view, while the majority were based on data collected during the first year of the pandemic. The present study attempted to capture children’s views 1 year after the beginning of the pandemic, and to this end, data were collected during Spring 2021 in Greece. Specifically, by combining verbal and visual data, the study attempted to explore children’s views of SARS-CoV-2 and COVID-19 preventive practices. Participants involved 320 children, ranging in age from 4 to 12 years, who were asked to verbally describe and draw (a) Coronavirus and (b) the preventive measures adopted to mitigate the pandemic.

The closure of school activities in Indonesia because of the Covid-19 pandemic brought a spontaneous shift from face-to-face learning to online learning. Early childhood education teachers were challenged to thoughtfully deliver a good quality lesson with the resource limitation due to pandemics. This study directly responds to the challenges and strategies of early childhood teachers to enhance quality learning during the Covid-19 Pandemic. This qualitative study surveyed teachers in the Secang district, one of the rural areas in Indonesia. The study shows that equity concern, digital tools and skills, and decreasing the quality of education were challenges that they experienced during Covid-19 pandemics. Home visits and blended learning were strategies that they used to enhance the learning quality of early childhood education. The paper concluded with implications for stakeholders to elaborate on online teaching and learning and strategies for supporting teachers in the Covid-19 pandemic.

Emergency transition to online due to the coronavirus disease 2019 (Covid-19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid-19. Qualitative analysis of data from a multisite ethnographic-centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind-mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face-to-face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long-term outcomes.

This interpretive study documents experiences of teachers regarding the impact of parental participation on the learning process of Foundation Phase learners during the COVID-19 pandemic in 2020. The period investigated stretched from the “hard” lockdown in South Africa instituted on 26 March 2020, until the reopening of the physical classroom for Foundation Phase learners on 24 August 2020. A qualitative approach was taken to generate data from participants who taught Grade 1 classes during 2020, using a self-constructed questionnaire with openand closed-ended items. The study population was localised to the Mangaung municipal area in the Free State, South Africa. The theoretical framework of socio-constructivism informed the inquiry. The key elements in this learning theory are the learners, curriculum, teachers and society. During the mentioned period, learners were deprived of the two key inputs of teachers and society, leading to an intensified dependency on parental involvement as a source of guidance.

This paper is about COVID – 19's impact on student's literacy due to their Parents’ unemployment. It describes the Unemployment rate in India, and describes the way people can manage to give educational impartment to their children. Since March of 1616, the Schools and Colleges have been closed as a precautionary measure to bridle the Corona virus. Because of that many schools and colleges have started the concept of E-Learning and it has become a part of the teaching. Though E-Learning is a good concept; multiple students in India can't afford it due to their poverty and lack of resources like Internet Connection and other electronic devices. The study's aim is to explore the concern of the parents’ during the lockdown and their perspective on the concept of E-learning or Online learning. This study adopted Qualitative research design. For data collection, structured questionnaire was used, responses were collected from the head of the family [either with father or mother]

Family separation policies’ impacts on children’s education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.

The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International’s Making Ghanaian Girls Great! (MGCubed) project used phone-based surveys to assess the uptake of a Ghana Learning TV (GLTV) programme implemented in partnership with the government. Due to the emergency context and the need for real-time information to guide the implementation of this intervention, there was little time to undertake a major statistical analysis of survey data. This paper discusses how the MGCubed project adopted a simple data disaggregation method using a logic tree technique to gain valuable insights from the survey data. The method allowed for exploring the insights of the data set in real-time without requiring more complex and time-consuming analysis.

This paper presents research on girls’ and boys’ gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. It applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. It complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls’ and boys’ perceptions of their learning and their voiced concerns during the COVID-19-related school closures.

As of 2021, more than 80 million people worldwide have been displaced by war, violence, and poverty. An estimated 30 to 34 million of these are under age 18, and many are at risk of interrupting their education permanently—a situation aggravated in recent years by the global COVID-19 pandemic. This article adopts an intersectional conceptual framework to explore the roles gender and other social inequalities have played in shaping adolescents’ access to education during the COVID-19 pandemic. It examines two refugee populations: the Rohingya, who have been excluded from formal education opportunities in Bangladesh, and Syrian refugees in Jordan, who have access to formal education in their host country. It provides novel empirical data, as well as insights into the adolescent refugee experience and the short-term consequences for education resulting from the pandemic. The article draws from quantitative survey data on 3,030 adolescents, and from in-depth qualitative interviews conducted in the spring of 2020 with a subset of 91 adolescents who are part of an ongoing longitudinal study. A 40 key informant interviews with community leaders and service providers was also conducted.

The aim of this case study is to present information on national or government-led distance learning programmes in response to the disruption caused by the COVID-19 pandemic. It is hoped that this will enable reflection on the policy responses and their effectiveness in minimizing disruption and learning loss, enabling the continuity and quality of learning, and maintaining inclusion and equity.

The COVID-19 pandemic has disrupted education for approximately 1.2 billion students across the Asia-Pacific, and forced the closure of many schools, precipitating a transition towards remote learning, albeit with uneven access and quality, and threatening to deepen the ‘learning crisis’ that already existed, particularly for the most vulnerable learners. As education systems in the Asia-Pacific seek to recover the learning loss due to the pandemic and address the broader learning crisis, it is incumbent on governments to identify appropriate recovery strategies in the short term. Also, governments need to support education system transformation so that all learners reach minimum proficiency in numeracy and literacy and acquire competencies needed to fulfil their potential –personal, social and economic. Learning recovery strategies will differ across the region, not the least because schools were fully or partially closed1for different lengths of time -for example, India (82 weeks), Indonesia (77 weeks), and Bangladesh (73 weeks). Other countries saw shorter closures, such as: Vanuatu (4 weeks), Papua New Guinea (6 weeks), and the Solomon Islands (7 weeks).

Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.