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AUTHOR(S) Ilze Kacane; Maria Jose Hernández-Serrano
AUTHOR(S) Carina Price; Stewart Morrison; Michael Haley (et al.)
AUTHOR(S) Tiziana Guzzo; Maria Chiara Caschera; Fernando Ferri (et al.)
AUTHOR(S) Hillary Steinberg; Stefanie Mollborn; Jennifer Pace
AUTHOR(S) Maria Laura Ruiu; Massimo Ragnedda; Felice Addeo (et al.)
AUTHOR(S) Xiao Zheng; Lei Shi; Weiyan Ou (et al.)
To determine the association between poor visual acuity, the use of digital devices and physical activity (PA) during the COVID-19 pandemic. A total of 327,646 Chinese children and adolescents were included in the analysis using a cluster random sampling method; this is a case-control study, of those 144,708 children and adolescents with poor visual acuity were included in the case group, while 182,938 who did not have poor visual acuity were included in the control group. A logistic regression model was used to assess the contribution of PA and the use of digital devices to poor visual acuity.
AUTHOR(S) Jen Chun Wang; Chia-Yen Hsieh; Shih-Hao Kung
AUTHOR(S) Effie Lai-Chong Law; Panos Vostanis; Michelle J. O’Reilly
AUTHOR(S) Ellen Helsper; Steven Vosloo
The digitization of society does not have a universal effect on all children. Even with the same internet access, digital literacy and content, children from different places and backgrounds can still have unequal experiences and outcomes. A child’s individual environment influences the extent to which they can seize digital opportunities and avoid digital risks. Unaddressed injustices and inequities based on sexism, racism, classism and other forms of discrimination, contribute to this, and technological advances reflect and amplify existing social, cultural and economic inequalities. In order to get the most out of digital technology, underlying inequalities in the lives of children need to be addressed. This report presents a future-ready, child-centred digital framework that incorporates all aspects of digital inclusion, addresses known gaps, explicitly aims to achieve digital equality, involves a broader range of stakeholders to do this, and responds to emerging technologies and trends.
AUTHOR(S) Raquel Luengo-González; Concepción Noriega-Matanza; Ernesto J. Espín-Lorite (et al.)
The introduction of technology into education has never – alone – solved the problems that education faces. Yet processes of digitalisation have transformed education – and will continue to do so – in ways that are complex, evolving, and deeply unequal. Despite resurgent interest in technology in education policy, planning and practice, as well as in research, many areas that are critical to understanding the digitalisation of education remain under-studied, and the evidence that does exist remains under-shared. This multi-disciplinary publication brings together 24 contributions presented in digestible format across six themes. The publication resulted from a Policy Dialogue convened by NORRAG in partnership with the United Nations Special Rapporteur on the Right to Education. Over 20 experts who took part in the expert consultation process contributed to this publication, which aims to surface and amplify under-represented expertise about the digitalisation of education.
AUTHOR(S) Esra Tural Büyük; Hatice Uzsen; Merve Koyun
AUTHOR(S) M. E. Asuquo; K. V. Emeribe; E. G. Anam (et al.)
In March 2020, after the coronavirus cases in Bangladesh were confirmed, both Humanitarian Play Labs (HPL) and mainstream Play Labs temporarily stopped their face-to-face operations according to the government mandate. The pandemic endangered people’s physical health and highly impacted their socio-economic and mental health conditions. Hence, BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers. Since caregivers are the core agent for children’s learning and development during the pandemic, the model provides psychosocial support and learning support to them. To facilitate the calls, the model trained facilitators on ECD, learning through play, playfulness, and mental health. Pashe Achhi is a telecommunication model consisting of tele-counseling and tele-learning components. After receiving the training, the Play Leaders started to call the families every week to conduct a 20 minutes phone session (10 minutes with the mother and 10 minutes with the child) based on the scripts delivered. In the first 10 minutes, Play Leaders give mothers and caregivers basic psychosocial support, tips on engaging with children and discuss health and hygiene issues.
AUTHOR(S) Iqra Almas; Muhammad Salman Abbas; Abdul Waheed
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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