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Giovanna Mascheroni; Marium Saeed; Marco Valenza; Davide Cino; Thomas Dreesen; Lorenzo Giuseppe Zaffaroni; Daniel Kardefelt Winther
Italy was the first country in Europe to implement a
nationwide lockdown. Children and their families lived in nearly complete
isolation for almost two months. Students missed 65 days of school compared to
an average of 27 missed days among high-income countries worldwide. This
prolonged break is of concern, as even short breaks in schooling can cause
significant loss of learning for children and lead to educational inequalities
over time. At least 3 million Italian students may not have been reached by remote
learning due to a lack of internet connectivity or devices at home.
This report explores children’s and parents’ experiences of
remote learning during the lockdown in Italy, drawing on data collected from 11
European countries (and coordinated by the European Commission’s Joint Research
Center). It explores how children's access and use of digital technologies
changed during the pandemic; highlights how existing inequalities might
undermine remote learning opportunities, even among those with internet access;
and provides insights on how to support children’s remote learning in the
La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.
Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Mariya Stoilova; Sonia Livingstone; Rana Khazbak
Children’s lives are increasingly mediated by digital technologies. Yet, when it comes to understanding the long-term effects of internet use and online experiences on their well-being, mental health or resilience, the best we can do is make an educated guess. Our need for this knowledge has become even more acute as internet use rises during COVID-19. This report explores what has been learned from the latest research about children’s experiences and outcomes relating to the internet and digital technologies. It aims to inform policy-makers, educators, child-protection specialists, industry and parents on the best evidence, and it proposes a future research agenda.
Chao-Ying Chen; I-Hua Chen; Kerry S. O’Brien
Steffen C. E. Schmidt; Bastian Anedda; Alexander Burchartz (et al.)
Natalia Kucirkova; Cecilie Evertsen-Stanghelle; Ingunn Studsrød (et al.)
Evidence and objective assessment are needed more than ever
to help enhance the rights and well-being of the world’s children. Researching the changing world around us and evaluating progress are two sides of the same coin, both critical to reimagining a better future for children. In recognition of this,
UNICEF celebrates and showcases innovative and influential research and
evaluations from our offices around the world every year. For 2020, Innocenti and the
Evaluation Office joined forces to find the most rigorous UNICEF studies with
greatest influence on policies and programmes that benefit children.
G. V. Pavlenko; A. I. Pavlenko
Barbara Chuen Yee Lo; Romance Nok Man Lai; Ting Kin Ng (et al.)
Pietro Ferrara; Giulia Franceschini; Giovanni Corsello (et al.)
Children and adolescents who experience a prolonged state of physical isolation during COVID-19 may look
for alternative, attractive or unconventional forms of socialization, available in the web
world. This may expose them to the risks of unsupervised cyberspace exploration beyond the
open web, which may lead them to areas that are usually not available to visitors. They may pass
the gates of the “open” and “deep web” sections and enter into the dangerous “dark web” zones,
which predominantly host unethical and criminal activities. In those shadowy corners of the
worldwide web, there exist dangers ranging from identity theft and drug trade to suicide chat-rooms
and child pornography.
This commentary, authored by EPA-UNEPSA members of the working group on social pediatrics,
briefly discusses the features of the dark web and its implications for children and adolescents. The aim is to raise awareness of pediatricians and families on the growing risk of child exploitation
through the web, at a time when vulnerable young people face home lockdowns with potential
abusers intruding on their privacy.
Huixi Dong; Fangru Yang; Xiaozi Lu (et al.)
The Coronavirus disease 2019 (COVID-19) is an infectious disease presenting a major threat to public health. This study aims to assess Internet use characteristics and objectively examine the potential psychological factors associated with Internet addiction (IA) during the COVID-19 epidemic. A cross-sectional, anonymized, self-reported survey was conducted among Chinese children and adolescents aged 6 to 18 years old. Participants completed questionnaires containing Young’s Internet Addiction Test (IAT) and the Depression, Anxiety, and Stress Scale (DASS-21), and questions regarding demographic information and Internet use characteristics.
Renato P. Dos Santos; M. Şahin Bülbül; Isadora Lemes
This study investigates the impact of the increasing home and mobile Internet access on the existing educational inequalities. This digital divide was critically exacerbated by the arrival of the ongoing COVID-19 pandemic and the suspension of presential classes. Brazilian policymakers should concentrate efforts and resources in addressing this large-scale second-level digital divide, possibly by equipping educators and students with the knowledge and skills towards the educational, productive and responsible use of the Internet, as well as allowing mobile Internet access in school premises.
Suely Ferreira Deslandes; Tiago Coutinho
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.
Read the latest quarterly digest on children and disabilities.
The second digest discussed children and violence during the pandemic.
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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