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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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Right to pre-primary education: a global study
Institution: UNESCO
Published: April 2021

This study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level . By providing a rights-based perspective to the implementation of pre-primary education, the study aims to complement existing literature on SDG Target 4 .2, which focuses mainly on policy outcomes . This study also fills a gap in the existing literature monitoring rights in ECCE, which fall short of providing guidance on the operation alization of the recommendation on universalizing at least one year of pre-primary education of education 2030 . The data collected for this study includes an independent examination of publicly available national legal frameworks, which provide the guarantee within which countries can expand and implement the free and compulsory nature of pre-primary education . This study produces evidence on how countries have implemented international human rights frameworks, which guarantee the right to education and the protection against discrimination in fulfilling this right . By strengthening the global knowledge base on this subject, this study can be used as advocacy opportunity, demonstrating the value and importance of adopting legal provisions for one year of free and compulsory pre-primary education .

Implementation of online home-based learning and students' engagement during the COVID-19 pandemic: a case study of Singapore mathematics teachers

AUTHOR(S)
Lee Yong Tay; Shu-Shing Lee; Kalaivani Ramachandran

Published: April 2021   Journal: The Asia-Pacific Education Researcher
The COVID-19 pandemic has forced school closure thus shifting teaching and learning towards full home-based learning (HBL). Technology plays a key role but the considerations to design online learning environments that meaningfully engage students are complex. This exploratory, qualitative study attempted to elicit eight mathematics teachers’ considerations and perspectives in designing online home-based learning lessons for the engagement of elementary and secondary students.
Understanding why the COVID‐19 pandemic‐related lockdown increases mental health difficulties in vulnerable young children

AUTHOR(S)
Dolapo Adegboye; Ffion Williams; Stephan Collishaw (et al.)

Published: April 2021   Journal: JCPP Advances

The mental health consequences of school closure, social isolation, increased financial and emotional stress, and greater exposure to family conflicts are likely to be pronounced for primary school children who are known to be vulnerable. Data from prior to the pandemic are needed to provide robust assessments of the impact of COVID‐19 on vulnerable children. The present study capitalises on an ongoing study of primary school children (4–8 years) identified as ‘at‐risk’ for mental health problems by teachers. It collected mental health and socio‐economic data prior to the pandemic and re‐assessed this cohort (n = 142) via researcher‐led video calls during the pandemic to evaluate the social and emotional impacts of COVID‐19 for these families.

Best of UNICEF Research and Evaluation 2020

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.

COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education
This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.
COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education

The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society.

This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.

Can a learning companion be used to continue teaching programming to children even during the COVID-19 pandemic?

AUTHOR(S)
José M. Ocaña; Elizabeth K. Morales-Urrutia; Diana Pérez Marín (et al.)

Published: September 2020   Journal: IEEE Access
This paper's proposal is that students aged between 10 and 12 can benefit from interacting with a friendly learning companion using p-code such as Alcody. The hypothesis is that students (aged between 10 and 12) with a knowledge of Scratch will be able to significantly improve their scores by using a learning companion to teach them how to program even during the COVID-19 pandemic. To check the hypothesis, an experiment was carried out during the 2019/2020 academic year with 137 students in Ecuador. A significant improvement in the scores of the students was recorded together with high satisfaction.
Cite this research | Open access | No. of pages: 23 | Language: English | Topics: Education | Tags: child education, COVID-19 response, learning, primary education | Countries: Ecuador
The new classmate: an exploration of how COVID-19 affected primary schools activities in Italy

AUTHOR(S)
Ombretta Gaggi; Agnieszka Barbara Kolasinska; Silvia Mirri (et al.)

Published: September 2020
Among all the others, one of the groups of persons most affected by the restrictions applied to contrast Corona-Virus spread is surely represented by children. In particular, closing school has been an action applied by several countries (195 at the beginning of April 2020), involving 1,600,000,000 students all over the world. In Italy, distance learning activities have been adopted all over the country, at each educational stage, but with substantial differences (i.e., in terms of modalities and digital platforms). With the aim of investigating the most adopted technologies, didactic methodologies, as well as the impact on schools population, we have involved families of more than 1,000 Italian students, asking them to fill a survey. This paper presents the analysis of the results we have obtained, focusing on a delicate group of students: the ones attending primary schools, where kids learn fundamental knowledge and basic skills.
Cite this research | No. of pages: 36-41 | Language: English | Topics: Education | Tags: e-learning, primary education, school attendance | Countries: Italy
COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education

The first years of a child’s life are critical to building the foundations of learning that help them succeed in school and beyond. Investment in early childhood education results in positive returns, not only for individual children, but also for building more efficient and effective education systems. Recent analysis estimated that every US dollar spent on pre-primary education results in US$9 of benefits to society.

This brief summarizes the key findings and observations from a report on the remote learning options – be it online, television, radio, paper- or mobile-based – that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. The report was informed by the joint UNESCO-UNICEF-World Bank survey of national education responses to COVID-19 and emerging good practices from 10 country case studies.

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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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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.