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Children and COVID-19 Research Library

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

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46 - 60 of 875
Analysis of the use of learning media applications in online geography subjects during the Covid-19 pandemic for senior high school students

MS Khabibur Rahman; Bayu Kurniaaji; Agus Sudargono (et al.)

Published: November 2022   Journal: Jurnal Komunikasi Pendidikan

Learning media applications are learning concepts that are carried out through electronic media networks in the form of mobile and non-mobile applications. The development of very advanced technology in the modern era and globalization allows various activities to be carried out quickly and efficiently. Technological developments have had a lot of influence on our way of life, one of which is in the field of education by using online or online learning media applications in learning activities in schools, colleges, courses and even online communities have started using concepts like this. The purpose of this study was to find out how the role of learning media applications in geography subjects in education was during the covid-19 pandemic. As we all know, the losses due to the COVID-19 virus have had a huge impact on all sectors, including the education sector. To achieve this goal, this research will use a qualitative research approach. This research is a type of qualitative descriptive research. Analysis of the data used in processing questionnaire data through google form by describing the results of the questionnaires distributed online.

YouTube and learning media during COVID-19: a case study on primary school education

Muh. Alif Kurniawan; Zalik Nuryana; Yusuf Hanafiah (et al.)

Published: November 2022
COVID-19 has an impact on all aspects of life, including education and learning. To ensure that teaching and learning activities continue to run well, teachers are required to master learning media that support online learning. One of the learning media used online is YouTube. Besides being easy to reach, there are currently many learning materials available on YouTube. But the problem is how effective YouTube is as a learning medium, especially for elementary school children. This type of research is qualitative research using a case study approach. The data collection methods used in this study were interviews, questionnaires and documentation. The goal in this study is to explore and find out the effectiveness of YouTube as a learning medium for PAI during the Covid-19 pandemic for elementary school level children.
The parents' role in children's learning process during the Covid-19 pandemic

Putri Dini Meutia; Riki Musriandi; Haris Mustafa

Published: November 2022   Journal: Al-Ishlah: Jurnal Pendidikan
This study aimed to determine the parents’ roles in developing children learning during Distance Learning (PJJ). The descriptive quantitative method was used in this research. The population of this study was all parents of students at two public elementary schools in Kuta Baro District, Aceh Besar. The sample of this research was 137 parents. The sampling technique was random sampling. The research instrument used was a questionnaire. The questionnaire was distributed via Google Forms. The data was analyzed by using percentages.
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.
Elective home education of children with neurodevelopmental conditions before and after the COVID-19 pandemic started

Laura Paulauskaite; Amanda Timmerman; Athanasia Kouroupa (et al.)

Published: November 2022   Journal: Frontiers in Psychology
COVID-19 brought disruptions to children’s education and mental health, and accelerated school de-registration rates. This study investigated Elective Home Education (EHE) in families of children with a neurodevelopmental condition. A total of 158 parents of 5–15 year-old children with neurodevelopmental conditions (80% autistic) provided information on reasons for de-registration, their experience of EHE, and children’s mental health.
Parent-child interaction in distance learning during the Corona Virus disease 2019 (Covid-19) pandemic

Puri Kusuma Dwi Putri; Susri Adeni

Published: November 2022

The Distance Learning Policy (PJJ) during the pandemic prevented children from going to school. They ought to learn from home with the sophistication of Information Communication Technology (ICT). The existence of social restrictions during the pandemic reduces children's social interactions with teachers. Thus, the role of parents while at home is important to achieve the success of Distance Learning in early childhood during the pandemic. The purpose of this study is to describe and explore how parent-child interactions use ICT through PJJ during the Covid-19 pandemic. The research method used is qualitative with a phenomenological approach. The informants consisted of 3 parents and 3 Pre-school and Kindergarten students who underwent PJJ during the Covid-19 pandemic.

Parenting in the time of COVID-19: insights and lessons from parents of international school children

Kathleen Doll; Gerard Calnin; Moira Ragan (et al.)

Published: November 2022   Journal: Journal of Research in International Education
The closure of school buildings due to COVID-19 and the resulting rapid transition to online education dramatically altered the lives of educators, students and parents. While previous literature demonstrates the vital role of parents in effective online education, pre-pandemic literature focuses on parents and students who have opted in to online education. As such, the outbreak of COVID-19 has presented new challenges for understanding the relationship between parents and their child/ren's online learning. Since the start of the pandemic, studies have emerged exploring parental experience adjusting to their child/ren's online remote learning. However, less is known about the online learning experiences during COVID-19 of families with children enrolled within international schools. Accordingly, the present study draws upon insights from 44 parents of children attending international schools who took part in 22 focus groups, across three countries and in three languages. The study investigates the parental experience with online education and unpacks four themes that emerged from the data: challenges faced by parents, parental perception of their child/ren’s wellbeing, impressions of the learning quality and parental suggestions for consideration by school leadership.
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Rebecca A. Marks; Rachel T. Norton; Laura Mesite (et al.)

Published: November 2022   Journal: Reading and Writing
Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF).
The impact of smartphone use on learning effectiveness: a case study of primary school students

Jen Chun Wang; Chia-Yen Hsieh; Shih-Hao Kung

Published: November 2022   Journal: Education and Information Technologies
This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses.
Perceived school fairness and willingness to report bias-based bullying among youth during COVID-19 pandemic.

Isak Kim; Deanna Burgess; Seria Shia Chatters

Published: November 2022   Journal: Journal of School Health

As COVID-19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias-Based Bullying (BBB) in online spaces among school-aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition

Playgroup families' experiences of play-based remote learning

Victoria Minson; Karen McLean

Published: November 2022   Journal: Australasian Journal of Early Childhood
This qualitative study aimed to investigate enablers and barriers facing community-playgroup families in the provision of play opportunities for children throughout periods of lockdown restrictions during the COVID-19 pandemic. The study used a capabilities approach, focussing specifically on the concepts of resources, capabilities and functionings. Using case study methodology, the study comprised two case studies and involved five community-playgroup families. Data methods included semi-structured interviews with playgroup families and the use of audio data from Zoom™ workshops conducted with families in each case study. A thematic approach to data analysis identified seven themes characterising identified enablers and barriers. These were: internet and networked technologies, ideas and information, routines and structure, relationships, space, everyday life, and support. Implications for how playgroups can support children and families in post pandemic times are discussed.
Correlates of parents' readiness towards inperson schooling among senior high school students during COVID-19 pandemic in Central Java, Indonesia

Novia Handayani; Aditya Kusumawati; Syamsulhuda B. Musthofa (et al.)

Published: November 2022   Journal: BIO Web of Conferences
During the COVID-19 pandemic, in-person schoolings has been allowed since July 2021, especially for senior high schools. However, school clusters of COVID-19 happened in Central Java Province. This study aimed to analyze factors correlated to parents’ readiness toward in-person schooling during the COVID-19 pandemic. A cross-sectional study was conducted for 2 weeks on June-July 2021. The population was parents with senior high school students in Central Java Province. The questionnaire's link was shared through Education Office’s parents’ networks throughout Central Java. There were 1,520 respondents participated. Most respondents permit their children to in-person schooling (75.66%). Respondents were from 14 cities in Central Java, and most of them were from Pemalang (41.1%). Most respondents have good knowledge of COVID-19 (73.3%), good perception of COVID-19 (59.4%), high self-efficacy (57.2%), and sufficient parents’ readiness (64.4%).
Feeling supported and engaged during COVID-19: the role of family and colleagues in promoting teachers' well-being

Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci

Published: November 2022   Journal: Teachers and Teaching
The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers’ well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers’ work engagement, whereas teachers’ well-being only indirectly.
Home learning environments during the COVID-19 pandemic: caregivers' and children's perceptions

Burcu Izci; Rachel Louise Geesa; Shiyi Chen (et al.)

Published: November 2022   Journal: Journal of Research in Childhood Education
This study explored Pre-K through 3rd-grade children’s home learning environments and caregivers’ perceptions, strategies, and attitudes regarding home learning during the COVID-19 pandemic. Participants included 10 caregivers and their Pre-K through 3rd-grade children. Data were collected via caregiver and child interviews, and a caregiver survey in Summer 2020. Descriptive statistics, and open, axial, and selective coding were used to analyze research data.
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany

Natalie Förster; Boris Forthmann; Mitja D. Back (et al.)

Published: November 2022   Journal: Reading and Writing
In education, among the most anticipated consequences of the COVID-19 pandemic are that student performance will stagnate or decline and that existing inequities will increase. Although some studies suggest a decline in student performance and widening learning gaps, the picture is less clear than expected. This study adds to the existing literature on the effects of the COVID-19 pandemic on student achievement. Specifically, it provides an analysis of the short- and mid-term effects of the pandemic on second grade reading performance in Germany using longitudinal assessments from over 19,500 students with eight measurement points in each school year.
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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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