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Children and COVID-19 Research Library

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

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Preschool teachers' practices of online learning during the pandemic: insights from Egypt

Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah; Mohamed Marzouk

Published: November 2022   Journal: Education 3-13
The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school.
Remote education in kindergarten during the pandemic in teachers' perception

Marzenna Magda-Adamowicz

Published: November 2022   Journal: Prima Educatione
The subject of this interpretative research is knowledge about the planning, organisation and implementation of remote kindergarten education by kindergarten teachers of the Lubusz and Lower Silesian voivodeships using non-standardised interviews. The need for a sudden transition to remote education highlighted not only shortcomings in institutions preparing online classes, but also the low digital competences of kindergarten teachers, as well as children and their parents. The school managements did not present a position, but simply had talks with the teachers about how to implement remote preschool education. Teachers described how their remote work evolved, from simple transfer of materials, through texts read, experiments, theatres, or films.
Face masks and emotion literacy in preschool children: implications during the COVID-19 pandemic

Keri Giordano; Carleigh S. Palmieri; Richard LaTourette (et al.)

Published: November 2022   Journal: Early Childhood Education Journal
With the arrival of the COVID-19 pandemic, safety regulations, such as face mask wearing, have become ubiquitous. Due to such regulations, many children’s interpersonal interactions occurring outside of the home now involve face coverings. The present study examined young children’s ability to identify emotions in an adult model wearing a face mask. Children (n = 77) between the ages of 3 and 5 were shown 16 different graphics of a model expressing four common emotions (happy, sad, angry, scared) across four conditions: still unmasked photo, still masked photo, masked video verbally implying the emotion, masked video verbally explicitly stating the emotion.
Is an online creative drama lesson possible? Preschool prospective teachers' opinions on the effectiveness of online creative drama lessons

Koray ÖZ; Eylem Ezgi Ahiskali; Ali Türkel (et al.)

Published: September 2022   Journal: International Journal of Education and Literacy Studies

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week[1]period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well.

COVID-19 crisis and early childhood care and education in Pakistan

Zunaira Kanwal; Muhammad Shahid Farooq

Published: September 2022   Journal: Journal of Early Childhood Care and Education

The major interruption is going to occur in children learning at all stages of Education because of worldwide closure of Educational institutions. Such interference in formal schooling experiences adversely affect academic outcomes of school age children. This study was qualitative in nature and phenomenology research design was adopted to investigate, how COVID-19 impacted early childhood care and Education in Pakistan. Sample selected through criterion sampling, a purposive sampling method. This study was based on 17 in-depth semi-structured interviews from teachers and parents of pre-school children.

Parenting and adjustment problems among preschoolers during COVID-19

Jamie M. Ostrov; Dianna Murray-Close; Kristin J. Perry (et al.)

Published: September 2022   Journal: Journal of Child and Family Studies
A critical area of developmental science explores factors that confer risk or protection as young children and their families experience stressful circumstances related to sociohistorical events. This study contributes to this important area by assessing relations between family context and child adjustment as children transitioned from preschool to home learning during COVID-19, and whether children higher in stress levels, indexed by morning basal cortisol, were more strongly affected. Parents of 74 children (Mage = 53.56 months, SDage = 3.68 months) completed reports spanning the home learning transition; children’s pre-COVID-19 transition salivary cortisol levels were assessed. Path analyses were used to test the preregistered study aims. Significant interactions were decomposed using simple slopes and Preacher’s Regions of Significance (ROS) method. Across the COVID-19 transition to home-based school, children with higher morning basal cortisol experienced the sharpest increase in anger when exposed to harsh/inconsistent parenting contexts. Importantly, these effects held when controlling for household chaos, socioeconomic resources, and supportive parenting. Parallel models with supportive parenting were also tested and are discussed. This study is one of the first to test and provide support for biological sensitivity to context theory within the context of a natural experiment like COVID-19.
Survey and 10-day diary data on infant nutrition, development, and home learning environment during the COVID-19 pandemic from the LEARN-COVID pilot study

Tilman Reinelt; Clarissa Frey; Rebecca Oertel (et al.)

Published: August 2022   Journal: Journal of Open Psychology Data
The LEARN-COVID pilot study collected data on infants and their parents during the COVID-19 pandemic. Assessments took place between April and July 2021. Parents (N = 357) from Switzerland (predominantly), Germany, and Austria answered a baseline questionnaire on their behaviour related to the pandemic, social support, infant nutrition, and infant regulation. Subsequently, parents (n = 222) answered a 10-day evening diary on infant nutrition, infant regulation, parental mood, and parental soothing behaviour. Data and documentation are stored on Zenodo, https://doi.org/10.5281/zenodo.6946048. These data may be valuable to researchers interested in infant development and parenting during the pandemic as well as to researchers interested in daily variability in infant behaviour, parenting, and nutrition.
"Assessment of children's readiness for school by preschool teachers /reminiscences from the time of the pandemic/"

Stanisława Katarzyna Nazaruk; Magdalena Szydłowska

Published: August 2022   Journal: Rozprawy Społeczne = Social Dissertations
The aim of the undertaken research was to find out the assessment carried out by preschool education teachers on the school readiness of children during the pandemic. The research was carried out by the method of survey using the author's questionnaire survey among 90 teachers in kindergartens on the territory of Biała Podlaska and Biała district.
Cite this research | Open access | Vol.: 16 | Issue: 1 | No. of pages: 15 | Language: English | Topics: Education | Tags: COVID-19 response, lockdown, preschool children, preschool education, social distance, teachers, teaching methods | Countries: Poland
Parents perceptions of online physical activity and leisure with early years children during Covid-19 and beyond

Georgia Allen; Philippa Velija

Published: August 2022   Journal: Leisure Studies
Prior to Covid-19, businesses offering enrichment activities for pre-school aged children were saturating the early years (0–5 years) market. However, the pandemic caused sudden changes to family routines with regular leisure activities cancelled. Using Lareau’s theory of concerted cultivation as a framework, this study explored how physical activity (PA) was managed by parents of pre-school children and how routines changed during the pandemic. A UK national online survey was completed by 925 parents. Sixteen tailored, follow-up semi-structured interviews were undertaken with parents.
The effects of the home-based exercise during COVID-19 school closure on the physical fitness of preschool children in China

Zhenwen Liang; Cheng Deng; Dan Li (et al.)

Published: August 2022   Journal: Frontiers in Pediatrics

Social distancing and school closures during the COVID-19 pandemic reduced the physical activities of the preschool children living in China. However, the effects of home-based exercise on the physical fitness of Chinese preschool children during COVID-19 school closures are still unknown. This study aimed to investigate the effects of home-based exercise on the physical fitness of Chinese preschool children during COVID-19 school closure. In this retrospective analysis, data from 1,608 Chinese preschool children (aged 3–5.5 years) in a second-tier city of Guangdong Province of China (Zhongshan city) were extracted from three successive National Physical Fitness Measurement (NPFM) from 2019 to 2021. NPFM consists of weight, height, and six subtests of physical fitness including 10-m shuttle run test (SRT), standing long jump (SLJ), balance beam walking (BBW), sit-and-reach (SR), tennis throwing (TT), and double-leg timed hop (DTH) tests.

Early childhood teachers' professional learning and development during the homeschooling period

Tünde Barabási; Gabriella-Mária Stark

Published: August 2022   Journal: Technium Social Sciences Journal
The interpretation framework of this study is the professional development and learning: Postholm’s definition of professional development, informal learning, the continuously professional learning defined by Szivák et al., mutual and cooperative learning. The central question of this empirical investigation was to what extent the practice of homeschooling during the pandemic can be framed as professional learning and development in the case of Hungarian early childhood teachers from Romania. It hypothesized that, despite the serious challenges of the pandemic, both practicing early childhood teachers and educational experts perceive and identify the elements of homeschooling which can also be framed as professional development and learning.
Remote parent coaching in preschool mathematics: evidence from Peru

Emma Näslund-Hadley; Juan Manuel Hernández-Agramonte; Carolina Mendez (et al.)

Published: August 2022
This study evaluates the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills.
Do preschool teachers in Southwest China need more mental health education? An online cross-sectional survey 1 year after the COVID-19 pandemic

Yao Yu; Tingting Wu; Jing Gao (et al.)

Published: August 2022   Journal: Frontiers in Psychology
This study intended to explore the current status of psychological problems of preschool teachers in Southwest China 1 year after the COVID-19 pandemic and to assess the association between mental health education and psychological problems and symptoms of psychopathology. A total of 614 preschool teachers from Southwest China were enrolled to complete the questionnaires of the Chinese Symptom Checklist (SCL-90). Notably, 60% of the respondents reported psychological distress with GSI T-scores ≥ 63, especially the high score was reported on obsessive-compulsive disorder, interpersonal sensitivity, and phobic anxiety. Although less than half of the respondents have received mental health education last year, the teachers who received the mental health education reported lower GSI T-scores(β = −1.303, 95% CI: −2.208, −0.397).
How do teachers feel about work after preschools reopened during the COVID-19? Evidence from China

Xiumin Hong; Qianqian Liu

Published: August 2022   Journal: Educational Studies
As the threat of COVID-19 recedes, China has entered a new phase of pandemic prevention and control and preschools have resumed offline education. This study examined 1,553 Chinese preschool teachers’ work experiences, data for whom were collected since the new pandemic prevention and control measures were implemented in China. All preschool teachers experienced work challenges during the post-epidemic era. The direct relationship between work overload and job satisfaction was non-significant. Both work-to-family conflict and family-to-work conflict played indirect roles between work overload and job satisfaction.
An ecological investigation of kindergarten-oriented educational practice during the initial COVID-19 class suspension in China

Tian Yang; Ye Zhang

Published: July 2022   Journal: Early Education and Development
Given that kindergartens are essential in sustaining children’s education during the COVID-19 lockdown, this study investigates kindergarten-oriented educational practice during the initial class suspension (February–June 2020) in China. Articles published via twenty Chinese kindergartens’ WeChat official subscription accounts during this period and relevant policy documents were collected and analyzed. This study found that during the class suspension, China’s kindergartens were able to continue providing education by adding the topic of COVID-19 to the curriculum, remaining focused on subject-related learning, utilizing digital technologies as a communication platform, and assigning different roles to parents to support children’s learning at home. However, activities prescribed by teachers and kindergartens were generally teacher-directed and structured, which led to the marginalization of children’s voices and play.
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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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