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Mark Nielsen; Frankie T. K. Fong; Andrew Whiten
Since the proliferation of television sets into households began over half a century ago there has been widespread interest in the impact that viewing has on young children's development. Such interest has grown with the increasing availability of smart phones and tablets. This review examines the literature documenting human social learning and how this learning is impacted when the instructing agent appears on a screen instead of face-to-face. It then explores the shifting nature of screen-based media, with a focus on the increasingly socio-normative manner information is portrayed. It discusses how the changing nature of screen technology might be altering how children interpret what they see, and raise the possibility that this may render prevailing evidence as historical documentation, rather than setting out established developmental milestones that transcend the period in which they were documented.
Catherine Malboeuf-Hurtubise; Terra Léger-Goodes; Geneviève A. Mageau (et al.)
Preliminary evidence suggests that the COVID-19 pandemic has had a negative impact on children's mental health. Given these problems can have significant impacts throughout the lifespan, preventing the negative repercussions of COVID-19 on children's mental health is essential. Philosophy for children (P4C) and mindfulness-based interventions (MBIs) show promise in this regard. The goal of the present study was to compare the impact of online MBI and P4C interventions on mental health, within the context of the COVID-19 pandemic.
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