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Children and COVID-19 Research Library

UNDER DEVELOPMENT UNICEF Innocenti's curated library of COVID-19 + Children research

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31 - 34 of 34
COVID-19: the effect of lockdown on children’s remote learning experience: parents’ perspective

AUTHOR(S)
Datonye Christopher Briggs

Published: October 2020   Journal: Journal of Education, Society and Behavioural Science
This online survey was done to explore parents’ perspectives on education of their children affected by the stay-at-home measures still ongoing in the country (Nigeria). A non-probability sampling technique was used in the recruitment of participants. The study questionnaire on a Google Doc Form was administered through WhatsApp instant messaging. Chi-square was used to test for differences, and statistical significance was set at p-value less than 0.05.
Cite this research | Open access | Vol.: 33 | Issue: 9 | No. of pages: 42-52 | Language: French | Topics: Education | Tags: child education, COVID-19 response, parents, remote learning, school attendance | Countries: Nigeria
High levels of stress due to the SARS-CoV-2 pandemic among parents of children with and without chronic conditions across the USA

AUTHOR(S)
Miranda A. L. van Tilburg; Emily Edlynn; Marina Maddaloni (et al.)

Published: October 2020   Journal: Children
The COVID-19 pandemic has introduced unprecedented levels of stress for parents, especially those of children with chronic conditions. Mental health effects are expected to continue for months/years and preparation is needed to meet an increasing demand for mental health care.
How the COVID-19 lockdown affected the parents of offspring who needed palliative care in the Veneto region of Italy

AUTHOR(S)
Anna Santini ; Irene Avagnina; Eleonora Salamon (et al.)

Published: September 2020   Journal: Acta Paediatrica
This paper invetigates the effect that lockdown measures have had on the stress levels and mental health of parents and children during the COVID‐19 pandemic.
Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes

AUTHOR(S)
Chuanmei Dong; Simin Cao; Hui Lia

Published: September 2020   Journal: Children and youth services review
This study surveyed 3275 Chinese parents’ beliefs and attitudes around young children’s online learning during the lockdown of the COVID-19 pandemic. Most parents (92.7%) in the study reported that their children had online learning experiences during the pandemic, and many (84.6%) spent less than a half-hour each time. The parents generally had negative beliefs about the values and benefits of online learning and preferred traditional learning in early childhood settings. They tended to resist and even reject online learning for three key reasons: the shortcomings of online learning, young children’s inadequate self-regulation, and their lack of time and professional knowledge in supporting children’s online learning. The results suggested that the implementation of online learning during the pandemic has been problematic and challenging for families. The Chinese parents were neither trained nor ready to embrace online learning. The paper concluded with implications for policymakers and teacher education.
Cite this research | Open access | Vol.: 118 | Issue: nov 2020 | No. of pages: 9 | Language: English | Topics: Education | Tags: e-learning, parents, school attendance | Countries: China
31 - 34 of 34

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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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.