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Children and COVID-19 Research Library

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

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16 - 30 of 670
The impact of the COVID-19 related school closure on the mental health and well-being of children with SEN and their parents in Algeria

AUTHOR(S)
Aida Layachi; Matthew J. Schuelka

Published: June 2022   Journal: International Journal of Disability, Development and Education
The COVID-19 pandemic has changed our lives and affected different nations in different ways. In Algeria, education has been hit hard by the lockdown as schools embarked on a total closure to stop the spread of the virus. For students and their parents, such a closure meant limited access to the support embodied in the school. This qualitative study explored the school closure experiences of parents and their children with special educational needs (SEN). Twenty-three parents and five children with SEN were recruited in the study. Data was collected by means of semi-structured interviews, using online video calling, and was analysed using thematic analysis. Six main themes emerged from the analysis of the interviews. These were: (1) the participants’ emotional experience; (2) the participants’ social experience; (3) children’s behaviour during school closure; (4) the participants’ learning experience; (5) children’s new routine; (6) restarting all over again.
Rural parent's experiences of stress and resilience during the COVID-19 pandemic and school closure

AUTHOR(S)
Emily Wilson; Jungwon Eum; Yuenjung Joo (et al.)

Published: June 2022   Journal: Online Journal of Rural Research & Policy
The COVID-19 pandemic has generated social and economic disruptions, resulting in cascading effects on the health and well-being of global citizens. However, little research has focused on how COVID-19 has affected rural regions, despite rurality being a critical factor for understanding community impact and response to the pandemic. The purpose of this phenomenological study was to explore the experiences of rural Nebraskan parents with young children during the COVID-19 pandemic and school shutdown, and the strategies they used to support their families during that time.
Parenting self-efficacy and time involvement in remote schooling of elementary school children with and without hearing and/or speech disorders

AUTHOR(S)
Koraljka Bakota; Lucija Punjek; Katarina Pavičić Dokoza (et al.)

Published: June 2022   Journal: Hrvatska revija za rehabilitacijska istraživanja
During the COVID-19 pandemic, remote schooling was conducted on several occasions in the Republic of Croatia. The aim of this study is to compare the remote schooling experiences of parents of elementary school children with hearing and/or speech and language disorders and those of parents of typically developing children during the COVID-19 pandemic. Parental time involvement and predictors of general parenting self-efficacy were examined using two online surveys based on the same questionnaire. The first survey involved 267 parents of typically developing children, while the second involved 109 parents of children with hearing and/or speech and language disorders. Data were analysed using chi-square tests and hierarchical regression analysis.
Parental evaluation of teachers' competences and characteristics during COVID-19 pandemic homeschooling

AUTHOR(S)
Verena Letzel; Marcela Pozas; Kris-Stephen Besa

Published: June 2022   Journal: Social Psychology of Education
With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics.
Challenges faced by working mothers and housewives during online education of their children

AUTHOR(S)
Qudsia Umaira Khan; Amna Nadeem; Muallah (et al.)

Published: June 2022   Journal: Pakistan Journal of Medical & Health Sciences

WHO  recognized COVID-19 a pandemic on March 12, 2020 and National Health Commission officially declared it as a Class-B infectious disease. The technological advancements enabled the teaching staffs to keep their students involved during this period of COVID-19 pandemic. Online classes become the efficient medium to learn by staying at home. To find out the challenges faced by mothers during online learning in order to devise a systematic plan for smooth and effective learning in case of another crises like COVID-19. It was a cross sectional study carried out at CMH LMC&IOD ,  in which a user-defined questionnaire was introduced to the participants which were mothers of school going children from all over the city. The questionnaire got 161 responses in total, but two were incomplete so 159 were considered while doing the analysis. The results were analyzed using SPSS25.

Saudi teachers' attitudes towards using online learning for young children during the Covid-19 pandemic

AUTHOR(S)
Ahlam A. Alghamdi

Published: June 2022   Journal: International Journal of Learning, Teaching and Educational Research
The outbreak of Covid-19 and consequent school closures created a considerable challenge for educational systems around the world. Many countries have shifted to online learning and other digital alternatives to ensure continuity in education. Within this global and historical context of the Covid-19 pandemic, the present study aimed to explore teachers’ attitudes towards the use of online learning for young children in Saudi Arabia. A total of 346 early childhood teachers were surveyed during school closures and the concomitant shift to online learning and teaching. The teachers who participated were recruited from public and private kindergartens and early childhood centers. The respondents completed a survey consisting of two scales developed for the purposes of this study.
Exploring innovative teaching approaches to adolescents' sexual and reproductive health and rights education during the COVID-19 pandemic in Oluno Circuit, Oshana region of Namibia

AUTHOR(S)
Anna Niitembu Hako; Petrus Dhiginina Shipalanga

Published: June 2022   Journal: European Journal of Educational Sciences

Access to youth-friendly services is critical to ensuring Sexual and Reproductive Health and Rights (SRHR) and the psychological well-being of adolescents. This qualitative study explored the innovative teaching approaches to adolescents’ sexual and reproductive health and rights education during the COVID-19 pandemic in the Oluno circuit. A sample of 10 Life Skills teachers was purposively selected and individual face to face interviews were conducted. Data was analysed using a thematic approach. The findings revealed that the radio, WhatsApp, recorded audios and handouts were used to engage learners on sexual reproductive health information when schools were closed. It is further established that WhatsApp and the radio were the mainly used methods because they were appropriate and user friendly.

Children's views of SARS-CoV-2 and COVID-19 preventive practices: comparing verbal and visual empirical evidence

AUTHOR(S)
Vasilia Christidou; Fotini Bonoti; Pinelopi Papadopoulou (et al.)

Published: June 2022   Journal: Frontiers in Education
Despite the growing body of research on the consequences of the COVID-19 pandemic on children’s wellbeing, few studies so far have explored children’s points of view, while the majority were based on data collected during the first year of the pandemic. The present study attempted to capture children’s views 1 year after the beginning of the pandemic, and to this end, data were collected during Spring 2021 in Greece. Specifically, by combining verbal and visual data, the study attempted to explore children’s views of SARS-CoV-2 and COVID-19 preventive practices. Participants involved 320 children, ranging in age from 4 to 12 years, who were asked to verbally describe and draw (a) Coronavirus and (b) the preventive measures adopted to mitigate the pandemic.
Challenges and strategies to enhance quality learning of early childhood education during the Covid-19 pandemic: a qualitative study in Secang District, Magelang, Central Java, Indonesia

AUTHOR(S)
Alfi Nurfita Chasanah; Yuniasih Purwanti

Published: June 2022   Journal: Salus Cultura
The closure of school activities in Indonesia because of the Covid-19 pandemic brought a spontaneous shift from face-to-face learning to online learning. Early childhood education teachers were challenged to thoughtfully deliver a good quality lesson with the resource limitation due to pandemics. This study directly responds to the challenges and strategies of early childhood teachers to enhance quality learning during the Covid-19 Pandemic. This qualitative study surveyed teachers in the Secang district, one of the rural areas in Indonesia. The study shows that equity concern, digital tools and skills, and decreasing the quality of education were challenges that they experienced during Covid-19 pandemics. Home visits and blended learning were strategies that they used to enhance the learning quality of early childhood education. The paper concluded with implications for stakeholders to elaborate on online teaching and learning and strategies for supporting teachers in the Covid-19 pandemic.
"The pandemic of distance learning": how Arab high school students see online‐learning during Covid‐19

AUTHOR(S)
Ahmed Ali Alhazmi

Published: June 2022   Journal: Psychology in the Schools
Emergency transition to online due to the coronavirus disease 2019 (Covid-19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid-19. Qualitative analysis of data from a multisite ethnographic-centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind-mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face-to-face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long-term outcomes.
Teachers' experiences of parents' involvement in Foundation Phase learning during COVID-19

AUTHOR(S)
Annemie Grobler

Published: June 2022   Journal: Perspectives in Education
This interpretive study documents experiences of teachers regarding the impact of parental participation on the learning process of Foundation Phase learners during the COVID-19 pandemic in 2020. The period investigated stretched from the “hard” lockdown in South Africa instituted on 26 March 2020, until the reopening of the physical classroom for Foundation Phase learners on 24 August 2020. A qualitative approach was taken to generate data from participants who taught Grade 1 classes during 2020, using a self-constructed questionnaire with openand closed-ended items. The study population was localised to the Mangaung municipal area in the Free State, South Africa. The theoretical framework of socio-constructivism informed the inquiry. The key elements in this learning theory are the learners, curriculum, teachers and society. During the mentioned period, learners were deprived of the two key inputs of teachers and society, leading to an intensified dependency on parental involvement as a source of guidance.
Impact of Covid-19 on student's education due to parents' unemployment

AUTHOR(S)
S. Rathikaa; C. S. Nivedha

Published: June 2022   Journal: AIP Conference Proceedings
This paper is about COVID – 19's impact on student's literacy due to their Parents’ unemployment. It describes the Unemployment rate in India, and describes the way people can manage to give educational impartment to their children. Since March of 1616, the Schools and Colleges have been closed as a precautionary measure to bridle the Corona virus. Because of that many schools and colleges have started the concept of E-Learning and it has become a part of the teaching. Though E-Learning is a good concept; multiple students in India can't afford it due to their poverty and lack of resources like Internet Connection and other electronic devices. The study's aim is to explore the concern of the parents’ during the lockdown and their perspective on the concept of E-learning or Online learning. This study adopted Qualitative research design. For data collection, structured questionnaire was used, responses were collected from the head of the family [either with father or mother]
Im/migrant children's education experiences and families' sacrifices in a global pandemic

AUTHOR(S)
Gabrielle Oliveira; Marisa Segel

Published: June 2022   Journal: AERA Open
Family separation policies’ impacts on children’s education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.
Data disaggregation for inclusive quality education in emergencies: the COVID-19 experience in Ghana

AUTHOR(S)
Sayibu Abdul Badi

Published: June 2022   Journal: The Journal on Education in Emergencies
The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International’s Making Ghanaian Girls Great! (MGCubed) project used phone-based surveys to assess the uptake of a Ghana Learning TV (GLTV) programme implemented in partnership with the government. Due to the emergency context and the need for real-time information to guide the implementation of this intervention, there was little time to undertake a major statistical analysis of survey data. This paper discusses how the MGCubed project adopted a simple data disaggregation method using a logic tree technique to gain valuable insights from the survey data. The method allowed for exploring the insights of the data set in real-time without requiring more complex and time-consuming analysis.
Girls’ and boys’ voices on the gendered experience of learning during COVID-19 in countries affected by displacement

AUTHOR(S)
Nicole Dulieu; Silvia Arlini; Mya Gordon

Published: June 2022   Journal: The Journal on Education in Emergencies
This paper presents research on girls’ and boys’ gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. It applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. It complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls’ and boys’ perceptions of their learning and their voiced concerns during the COVID-19-related school closures.
16 - 30 of 670

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.