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Children and COVID-19 Research Library

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

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The effects of COVID-19 on early childhood education and care: research and resources for children, families, teachers, and teacher educators

AUTHOR(S)
Mary Renck Jalongo

Published: May 2021   Journal: Early Childhood Education Journal
The COVID-19 world health crisis has profound implications for the care and education of young children in homes and schools, the lives of preservice and inservice teachers, and the work of college/university faculty. This article begins by discussing the implications of a world health pandemic for education and the challenges of conducting a literature review on such a rapidly evolving topic. The next four sections categorize the COVID-19 literature into themes: (1) threats to quality of life (QoL) and wellness, (2) pressure on families and intensification of inequities, (3) changes in teaching methods and reliance on technology, and (4) restructuring of higher education and scholarship interrupted. Each of the four themes is introduced with a narrative that highlights the current context, followed by the literature review. Next is a compilation of high-quality, online resources developed by leading professional organizations to support children, families, and educators dealing with the COVID crisis. The article concludes with changes that hold the greatest potential to advance the field of early childhood education and care.
The new identity of Indonesian Islamic boarding schools in the “new normal”: the education leadership response to COVID-19

AUTHOR(S)
Yusuf Hanafi; Ahmad Taufiq; Muhammad Saefi (et al.)

Published: March 2021   Journal: Heliyon
The purpose of this study was to investigate the leadership practices of Indonesian Islamic boarding school (pesantren) leaders, school principals, and teachers in responding to the health crisis caused by the COVID-19 pandemic, to ensure the continuation of boarding school education in the “new normal” period. Generated using a moderated focus group discussion with principals and teachers, the findings suggest that principals' and teachers' leadership practices are acceptable in the policy, social support, and financial dimensions but still lack structural and teaching aspects about conducting blended learning.
What is missing in our teacher education practices: a collaborative self-study of teacher educators with children during the Covid-19 pandemic

AUTHOR(S)
Jinhee Kim; Su Jeong Wee; Sohyun Meacham

Published: March 2021
This self-study explores the experiences and challenges that mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what children experienced through remote learning and how their mothers tried to support their learning, this study reflects on their former school experiences and teacher's education practices. To do this, it addresses the following two research questions: (1) What were children’s experiences in remote learning during the pandemic?; and (2) What were mothers and teacher educators experiences in supporting children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, the study collected stories of mothers and teachers during children’s remote learning. These data were collected through participant observations, field notes, and artifacts that children created, as well as learning materials received from their teachers and schools during the period.
International responses to COVID-19: challenges faced by early childhood professionals

AUTHOR(S)
Julia T. Atiles; Mayra Almodóvar; Aleida Chavarría Vargas (et al.)

Published: January 2021   Journal: European Early Childhood Education Research Journal
The COVID-19 pandemic has caused a world crisis of an unprecedented nature. In March 2020, due to closing of non-essential private and public educational institutions, early childhood professionals had to quickly adapt and respond to the demands for social distancing, hygiene, new protocols and transition to online education. Alternatively, educators engaged in distance teaching and learning, when the families they serve lacked technological resources for online modalities. The present study examines how early childhood teachers in the United States and several Latin American countries are facing the challenges presented by COVID-19. The study clearly reflects the relevancy of the challenges faced by educators of young children, such as lack of preparation for distance teaching and learning, deficiencies in the pre-and in-service trainings to address the educational needs of young children distantly, and the need to work differently with caregivers. Teacher training and development should include the knowledge, skills, and dispositions necessary to successfully reconsider and participate in distance teaching and learning.
Child maltreatment online education for healthcare and social service providers: implications for the COVID-19 context and beyond

AUTHOR(S)
Melissa Kimber; Jill R. McTavish; Meredith Vanstone (et al.)

Published: September 2020   Journal: Child Abuse & Neglect
Evidence indicates that healthcare and social service providers (HSSPs) receive inadequate education related to recognizing and responding to child maltreatment. This is despite the fact HSSPs are identified as an important factor in the primary, secondary, and tertiary prevention of this childhood exposure. The need for online education for HSSPs’ is highlighted during the COVID-19 pandemic restrictions and will continue to be relevant afterward. The objective of this commentary is to provide an overview of: (a) educational interventions for HSSPs’ related to recognizing and responding to child maltreatment; (b) the development of VEGA (Violence, Evidence, Guidance, Action), which is an online platform of educational resources to support HSSPs to recognize and respond to child maltreatment; and (c) the RISE (Researching the Impact of Service provider Education) project, which is an ongoing multi-province evaluation of VEGA in Canada.
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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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Read the latest quarterly digest on violence against children and women during COVID-19.

The first digest covers children and youth mental health under COVID-19.

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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.