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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 771
Analysis of the use of learning media applications in online geography subjects during the Covid-19 pandemic for senior high school students

MS Khabibur Rahman; Bayu Kurniaaji; Agus Sudargono (et al.)

Published: November 2022   Journal: Jurnal Komunikasi Pendidikan

Learning media applications are learning concepts that are carried out through electronic media networks in the form of mobile and non-mobile applications. The development of very advanced technology in the modern era and globalization allows various activities to be carried out quickly and efficiently. Technological developments have had a lot of influence on our way of life, one of which is in the field of education by using online or online learning media applications in learning activities in schools, colleges, courses and even online communities have started using concepts like this. The purpose of this study was to find out how the role of learning media applications in geography subjects in education was during the covid-19 pandemic. As we all know, the losses due to the COVID-19 virus have had a huge impact on all sectors, including the education sector. To achieve this goal, this research will use a qualitative research approach. This research is a type of qualitative descriptive research. Analysis of the data used in processing questionnaire data through google form by describing the results of the questionnaires distributed online.

YouTube and learning media during COVID-19: a case study on primary school education

Muh. Alif Kurniawan; Zalik Nuryana; Yusuf Hanafiah (et al.)

Published: November 2022
COVID-19 has an impact on all aspects of life, including education and learning. To ensure that teaching and learning activities continue to run well, teachers are required to master learning media that support online learning. One of the learning media used online is YouTube. Besides being easy to reach, there are currently many learning materials available on YouTube. But the problem is how effective YouTube is as a learning medium, especially for elementary school children. This type of research is qualitative research using a case study approach. The data collection methods used in this study were interviews, questionnaires and documentation. The goal in this study is to explore and find out the effectiveness of YouTube as a learning medium for PAI during the Covid-19 pandemic for elementary school level children.
The parents' role in children's learning process during the Covid-19 pandemic

Putri Dini Meutia; Riki Musriandi; Haris Mustafa

Published: November 2022   Journal: Al-Ishlah: Jurnal Pendidikan
This study aimed to determine the parents’ roles in developing children learning during Distance Learning (PJJ). The descriptive quantitative method was used in this research. The population of this study was all parents of students at two public elementary schools in Kuta Baro District, Aceh Besar. The sample of this research was 137 parents. The sampling technique was random sampling. The research instrument used was a questionnaire. The questionnaire was distributed via Google Forms. The data was analyzed by using percentages.
The experiences of parents and Ccildren during the COVID-19 pandemic

Tiziana Schirone; Isabella Quadrelli

Published: November 2022   Journal: Prima Educatione

The study, which included a total of 1,122 Italian parents (96.5% female; 3.5% male) of children with an average age of 7.56 years (N = 1,461, SD = 2.03), explores how parents with children (5–11 years old) represent changes in their daily habits as well as their own and children’s experiences in relation to the impact caused by the health emergency. The study also investigates how work, family life, contextual factors and media exposure associated with information regarding COVID-19 have contributed to influencing emotional states and behavioural patterns. The research programme was carried out by an online questionnaire in June 2020. The pandemic was experienced in a variety of ways across four clusters. The highest levels of discomfort can be observed among those parents who have experienced isolation and the fear of contagion with higher levels of anxiety, which have been intensified by the perception of change and the deterioration in working conditions. Parents with higher emotional instability have found a low emotional stability and high depressive tones in their children.

Mothers' perceptions of the role of the COVID-19 pandemic for minority language maintenance in their bilingual children (speaking English and Polish) living in the United Kingdom

Natalia Banasik-Jemielniak; Aleksandra Lazar; Aleksandra Siemieniuk (et al.)

Published: November 2022   Journal: Prima Educatione
To answer the question of various forms that the COVID-19 pandemic has affected family language practices in HL families, this study qualitatively analyzed 27 interviews with Polish mothers living in the UK and raising their children bilingually. It found that the world health crisis had both negative and positive impacts on each of the language acquired by the children, and it identified themes that recurred throughout the material. The factors included: limited possibilities of traveling – either to Poland or back to the UK, school closures resulting in shift in childcare constellations, new language and social practices.
Elective home education of children with neurodevelopmental conditions before and after the COVID-19 pandemic started

Laura Paulauskaite; Amanda Timmerman; Athanasia Kouroupa (et al.)

Published: November 2022   Journal: Frontiers in Psychology
COVID-19 brought disruptions to children’s education and mental health, and accelerated school de-registration rates. This study investigated Elective Home Education (EHE) in families of children with a neurodevelopmental condition. A total of 158 parents of 5–15 year-old children with neurodevelopmental conditions (80% autistic) provided information on reasons for de-registration, their experience of EHE, and children’s mental health.
Parent-child interaction in distance learning during the Corona Virus disease 2019 (Covid-19) pandemic

Puri Kusuma Dwi Putri; Susri Adeni

Published: November 2022

The Distance Learning Policy (PJJ) during the pandemic prevented children from going to school. They ought to learn from home with the sophistication of Information Communication Technology (ICT). The existence of social restrictions during the pandemic reduces children's social interactions with teachers. Thus, the role of parents while at home is important to achieve the success of Distance Learning in early childhood during the pandemic. The purpose of this study is to describe and explore how parent-child interactions use ICT through PJJ during the Covid-19 pandemic. The research method used is qualitative with a phenomenological approach. The informants consisted of 3 parents and 3 Pre-school and Kindergarten students who underwent PJJ during the Covid-19 pandemic.

In relation to the relationship: teachers of pupils with multiple disabilities and parents following the COVID-19 pandemic

Michal Nissim; Orly Ido; Yasser Sanduka (et al.)

Published: November 2022   Journal: European Journal of Special Needs Education
The purpose of this research is to study the relationship between parents of pupils with multiple disabilities and their teachers. This, in order to understand the needs for special education teacher training programmes as these are perceived by the teachers who experienced an abrupt transition to distance learning as a result of the COVID-19 pandemic. The research combines both qualitative and quantitative approaches. The data was collected through an online questionnaire which included open and closed questions. The closed questions were analysed through frequency mapping and percentages and the open questions were analysed through content analysis method. The participants of the research were 48 teachers from schools for pupils with multiple disabilities who were teaching via distance learning during the 2019–2020 school year at the time of the first lockdown. Thematic analysis resulted in the identification of three main themes: (1) Factors challenging the cooperation between parents and the teachers; (2) supportive needs of parents; (3) Recommendations for training of teachers. There is no doubt that the teachers’ toolbox must encompass two central aspects: First is the inclusion of hands-on digital experience in the teachers’ training. The second includes the incorporation of skills focusing involving parents when teaching via distance learning; that is, training parents how to use the assistive technology during distance learning.
Parenting in the time of COVID-19: insights and lessons from parents of international school children

Kathleen Doll; Gerard Calnin; Moira Ragan (et al.)

Published: November 2022   Journal: Journal of Research in International Education
The closure of school buildings due to COVID-19 and the resulting rapid transition to online education dramatically altered the lives of educators, students and parents. While previous literature demonstrates the vital role of parents in effective online education, pre-pandemic literature focuses on parents and students who have opted in to online education. As such, the outbreak of COVID-19 has presented new challenges for understanding the relationship between parents and their child/ren's online learning. Since the start of the pandemic, studies have emerged exploring parental experience adjusting to their child/ren's online remote learning. However, less is known about the online learning experiences during COVID-19 of families with children enrolled within international schools. Accordingly, the present study draws upon insights from 44 parents of children attending international schools who took part in 22 focus groups, across three countries and in three languages. The study investigates the parental experience with online education and unpacks four themes that emerged from the data: challenges faced by parents, parental perception of their child/ren’s wellbeing, impressions of the learning quality and parental suggestions for consideration by school leadership.
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Rebecca A. Marks; Rachel T. Norton; Laura Mesite (et al.)

Published: November 2022   Journal: Reading and Writing
Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF).
The impact of smartphone use on learning effectiveness: a case study of primary school students

Jen Chun Wang; Chia-Yen Hsieh; Shih-Hao Kung

Published: November 2022   Journal: Education and Information Technologies
This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses.
Perceived school fairness and willingness to report bias-based bullying among youth during COVID-19 pandemic.

Isak Kim; Deanna Burgess; Seria Shia Chatters

Published: November 2022   Journal: Journal of School Health

As COVID-19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias-Based Bullying (BBB) in online spaces among school-aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition

Survey of New Jersey K-12 professionals on work-based learning during COVID-19: a preliminary study and future implications

Maryanne L. Campbell; Derek G. Shendell

Published: November 2022   Journal: Journal of School Health

The New Jersey Safe Schools Program (NJSS) offers an online professional development certification course, titled “Designing and Implementing Student Training Plans,” for NJ high school (HS) teachers developing secondary school student work-based learning (WBL) programs. WBL provides students opportunities to engage in career-related field tasks, aligned to curricular instruction. In January-July 2021, during 7 cohorts of trainings, questions in the training's assignment gauged teacher and student concerns regarding worksite placements during the COVID-19 pandemic, learning delivery format preferences, and alternative activities for WBL credit.

Playgroup families' experiences of play-based remote learning

Victoria Minson; Karen McLean

Published: November 2022   Journal: Australasian Journal of Early Childhood
This qualitative study aimed to investigate enablers and barriers facing community-playgroup families in the provision of play opportunities for children throughout periods of lockdown restrictions during the COVID-19 pandemic. The study used a capabilities approach, focussing specifically on the concepts of resources, capabilities and functionings. Using case study methodology, the study comprised two case studies and involved five community-playgroup families. Data methods included semi-structured interviews with playgroup families and the use of audio data from Zoom™ workshops conducted with families in each case study. A thematic approach to data analysis identified seven themes characterising identified enablers and barriers. These were: internet and networked technologies, ideas and information, routines and structure, relationships, space, everyday life, and support. Implications for how playgroups can support children and families in post pandemic times are discussed.
Finding voice in a year of collective trauma: case study of an online photovoice project with youth

R. Lillianne Macias; Nancy Nava; Desiree Delgadillo (et al.)

Published: November 2022   Journal: American Journal of Community Psychology
This article shares findings from a qualitative case study of a virtual youth photovoice program implemented across three regions of the United States. The purpose of the program was to engage youth in research on a social issue relevant to them during an unprecedented year marked by two public health crises, COVID-19 and anti-Black racial violence. Results of an analysis of curriculum and archival program materials lend support for online strategies for youth engagement including individualized support and online audiovisual presentations with avatars. Racial justice and trauma-informed adaptations were designed to be responsive to youth needs for flexible programming and safe spaces.
46 - 60 of 771

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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