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AUTHOR(S) Sangha Lee; Sungju Kim; Sooyeon Suh (et al.)
This study aimed to examine whether the extended use of a variety of digital screen devices was associated with lower economic status and other environmental factors among Korean elementary school children and their caregivers during school closures precipitated by the coronavirus disease 2019 (COVID-19) pandemic. A total of 217 caregivers of children 7–12 years of age from Suwon, Korea, were recruited and asked to respond to a self-administered questionnaire in June 2020. The questionnaire addressed demographic information and children’s use of digital media, in addition to their caregivers. The t-test was used for continuous variables, and the Kruskal-Wallis test was used for variables measured on an interval scale. A multiple regression analyses were performed to examine the effects of significant correlative factors on screen time in children as predictors.
AUTHOR(S) Pía Leavy; Paula Nurit Shabel
AUTHOR(S) Francesco Agostinelli; Matthias Doepke; Giuseppe Sorrenti (et al.)
AUTHOR(S) Philippe Hwang; Lara Ipekian; Nikhil Jaiswal (et al.)
AUTHOR(S) Caitlin Cavanagh; Isabelle Clough; April Gile Thomas
AUTHOR(S) Yi Cui; Wei Si; Qiran Zhao (et al.)
AUTHOR(S) Hibah Khalid Aladsani
AUTHOR(S) Max Stanford; Pippa Davie; James Mulcahy
AUTHOR(S) Anouk Pasquier Di Dio; Will Brehm; Elaine Unterhalter
COVID-19 has shaken up – and continues to shake up – education systems all over the world in ways that we have yet to fully appreciate, much less address. The global COVID-19 pandemic has left few, if any, people, institutions and systems unaffected. Suddenly in 2020, issues that had previously been dismissed as “Third World Problems” became lived experience for many who had previously been able to ignore them if they chose to. Those who were already marginalised experienced the worst suffering. The ongoing pandemic is marked by continuities of the inequalities present before: both between North and South, as well as between “economic Souths in the geographic North and Norths in the geographic South.” (Mahler, 2017, p. 1). Enduring, complex and complexly interconnected inequalities (and insufficient responses to them) have been exacerbated by this additional systemic shock. Inadequate action to address these issues before this pandemic means that vulnerabilities during it are further aggravated. Moreover, where sudden disasters shock a system, less attention and funding is given to existing long-term, slow burn stressors. Shocks related to COVID-19 continue to have devastating effects on pupils, teachers and parents, and also on the ways we can think about the purposes and practices of education – and also research into education.
AUTHOR(S) Riyo Ueda; Takashi Okada; Yosuke Kita (et al.)
This study seeks to ascertain how the COVID-19 stay-at-home period has affected the quality of life (QOL) of children with neurodevelopmental disorders (NDDs) who had experienced sleep schedules alteration and clarify what psychological status predicted low QOL in children with and without altered sleep patterns. Study participants were 86 children between 8 and 17 years of age (mean age, 11.7 years; 70 boys, 16 girls; mean intellectual quotient, 83.6). QOL was evaluated using the self-assessment KINDLR. Participants answered questions regarding depression and anxiety on a visual analog scale (VAS) for temporary mood. Their parents answered questionnaires regarding their maladaptive behaviors and differences in sleep patterns before and during the COVID-19 pandemic. The student's t-test was performed to examine the presence or absence of sleep changes in the children, which affected QOL, temporary mood, and maladaptive behaviors. Multiple or simple linear regression analyses were also performed to identify the psychogenic factors that significantly affected decreased QOL for each group with and without changes in sleep schedule.
AUTHOR(S) Laura Machlin; Meredith A. Gruhn; Adam Bryant Miller (et al.)
Although there is evidence that family violence increased in the United States during the COVID-19 pandemic, few studies have characterized longitudinal trends in family violence across the course of initial stay-at-home orders. The purpose of the present study is to investigate patterns and predictors of family violence, such as child maltreatment and harsh punishment, during the first eight weeks of the pandemic after initial stay-at-home orders in North Carolina. Participants included 120 families with children ages 4–11 (53% non-White, 49% female) and a primary caregiver (98% female) living in rural and suburban areas in North Carolina. Participants were recruited based on high risk of pre-pandemic family violence exposure.
AUTHOR(S) Brigid Behrens; Katherine Edler; Kreila Cote (et al.)
The effects of the COVID-19 pandemic on child functioning have been especially pronounced among low-income families. Protective factors, including sensitive reminiscing and sufficient family resources, may reduce the negative effects of the pandemic on child adjustment. The current study investigated how family resources during the pandemic, race, maltreatment, and pre-pandemic involvement in an emotion socialization intervention (Myears ago = 4.37, SD = 1.36) were associated with child internalizing symptoms during the pandemic. The study utilized longitudinal data following 137 maltreating and low-income nonmaltreating mother–child dyads (Mage = 9.08, SD = 1.88; 54.7% Male).
AUTHOR(S) Christopher D. Higgins; Antonio Páez; Gyoorie Kim (et al.)
AUTHOR(S) Jeremy B. Kanter; Deadric T. Williams; Amy J. Rauer
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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