Children and COVID-19 Research Library

COVID-19 pandemic has a great impact on the disruption of maternal health- care services. Family planning is one component of maternal health-care service that needs attention during this devastating time. Compromise on family planning services and the preventive strategies of COVID-19 might increase the burden of unintended pregnancy, but there is limited evidence that shows the magnitude of unintended pregnancy during the COVID-19 pandemic. Therefore, the objective of this study was to assess unintended pregnancy during the COVID-19 pandemic and its associated factors among women attend-ing antenatal care in northwest Ethiopia

The study of the consequences of school education has proved the need for reinforcement family interventions in school education and also the need to improve the model of family-school interaction (FSI). The family and the school are two complementary educational institutions. But the emergence of digital technologies and especially the critical situation caused by the outbreak of coronavirus (COVID-19) has paved the way for their further interaction. However, both the family and the school have faced serious changes in their educational tasks and functions, and have raised questions about the possibility of upgrading the FSI and possible changes in curriculum. The present study is qualitative and the data collection tool is in-depth interview. Participators in the study are 24 teachers and parents of 6–11-year-old male and female learners who are involved in virtual education.

Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most educational stages, but especially in Early Childhood Education and Care. This research analysed how parents dealt with this new situation, as well as the way in which family-school cooperation was established. Two online questionnaires were developed by the researchers. Respondents included 1266 families with children between the ages of infancy and six years, as well as 1235 early childhood education teachers from all regions of Spain. Results show that family-school cooperation is associated with several family and school characteristics and that families have neither the tools to face this new situation, nor the time to educate their children at home. This, together with the fact that some households do not have Internet access, makes family-school cooperation a challenging matter, especially in times of pandemic.