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Children and COVID-19 Research Library

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

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"I miss seeing the kids!": Australian teachers' changing roles, preferences, and positive and negative experiences of remote teaching during the COVID-19 pandemic

Penny Van Bergen; Emily Daniel

Published: August 2022   Journal: The Australian Educational Researcher
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, 210 primary and secondary teachers were asked about changes in their teaching roles due to COVID-19.
[No] Knowledge of pre-school children on the covid-19 pandemic - in the light of parents and teachers' opinions

Aleksandra Romana Kruszewska; Stanisława Katarzyna Nazaruk; Ewa Grygiel

Published: August 2022   Journal: Rozprawy Społeczne/Social Dissertations
The main aim of the research was to find out about their knowledge or ignorance about the pandemic, about the principles of safe behavior, about virus transmission. The development of the proprietary research tools resulted from an objective fact, because no standardized measurement tools were found for the aforementioned research problems. Surveys, two types of research tools were used: an original questionnaire for parents and worksheets for children.
"Assessment of children's readiness for school by preschool teachers /reminiscences from the time of the pandemic/"

Stanisława Katarzyna Nazaruk; Magdalena Szydłowska

Published: August 2022   Journal: Rozprawy Społeczne = Social Dissertations
The aim of the undertaken research was to find out the assessment carried out by preschool education teachers on the school readiness of children during the pandemic. The research was carried out by the method of survey using the author's questionnaire survey among 90 teachers in kindergartens on the territory of Biała Podlaska and Biała district.
Cite this research | Open access | Vol.: 16 | Issue: 1 | No. of pages: 15 | Language: English | Topics: Education | Tags: COVID-19 response, lockdown, preschool children, preschool education, social distance, teachers, teaching methods | Countries: Poland
Teachers' perceived impact of COVID-19 on early child development in urban China: evidence from a national survey study

Chuchu Zheng; Yongping Yu; Yi Hou

Published: August 2022   Journal: Early Child Development and Care
This national survey study aimed to explore the teachers' perceived impact of COVID-19 on the development of preschoolers in urban China. 22,466 preschool teachers were randomly sampled from 11 provinces of urban China and surveyed online. First, descriptive statistics found that the teachers perceived the highest improvement in preschoolers' social skills and interpersonal relationships, whereas the least improvements in emotion and psychological health. Second, latent profile analysis generated three profiles: (1) Low Level; (2) Medium Level; and (3) High Level. Among the patterns of demographic factors, those in the profile with development stagnation or regression were most likely to be younger children in Western China public preschools.
Do preschool teachers in Southwest China need more mental health education? An online cross-sectional survey 1 year after the COVID-19 pandemic

Yao Yu; Tingting Wu; Jing Gao (et al.)

Published: August 2022   Journal: Frontiers in Psychology
This study intended to explore the current status of psychological problems of preschool teachers in Southwest China 1 year after the COVID-19 pandemic and to assess the association between mental health education and psychological problems and symptoms of psychopathology. A total of 614 preschool teachers from Southwest China were enrolled to complete the questionnaires of the Chinese Symptom Checklist (SCL-90). Notably, 60% of the respondents reported psychological distress with GSI T-scores ≥ 63, especially the high score was reported on obsessive-compulsive disorder, interpersonal sensitivity, and phobic anxiety. Although less than half of the respondents have received mental health education last year, the teachers who received the mental health education reported lower GSI T-scores(β = −1.303, 95% CI: −2.208, −0.397).
How do teachers feel about work after preschools reopened during the COVID-19? Evidence from China

Xiumin Hong; Qianqian Liu

Published: August 2022   Journal: Educational Studies
As the threat of COVID-19 recedes, China has entered a new phase of pandemic prevention and control and preschools have resumed offline education. This study examined 1,553 Chinese preschool teachers’ work experiences, data for whom were collected since the new pandemic prevention and control measures were implemented in China. All preschool teachers experienced work challenges during the post-epidemic era. The direct relationship between work overload and job satisfaction was non-significant. Both work-to-family conflict and family-to-work conflict played indirect roles between work overload and job satisfaction.
Parent–teacher interactions during COVID-19: experiences of U.S. teachers of students with severe disabilities

Grace L. Francis; Alexandra R. Raines; Alexandra S. Reed (et al.)

Published: July 2022   Journal: Education Sciences
In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.
Training and supporting teachers in adapting to the post-pandemic era in the Asia Pacific: policy brief
Institution: UNESCO, *UNICEF
Published: June 2022

Teachers are the most important actors in improving students’ learning outcomes and thus in addressing a learning crisis in the region. Moreover, the unprecedented and extensive school closures caused by the COVID-19 pandemic have affected about 43 million teachers in school education in the Asia-Pacific region. These teachers were at risk of losing their jobs due to budget cuts, they had to address the new challenge of teaching remotely, as well as worrying about their own and their families’ health and well-being. Throughout the school closures, teachers continued to teach under extremely fluid and trying conditions: increased workloads, having to use new and unfamiliar technologies without adequate training, experiencing a lack of materials for online instruction, high levels of physical and mental stress, and insufficient support.


Teachers' perceptions on the literacy skills of 5th Grade primary school students during Covid-19 pandemic in Mandailing Natal Regency

Suadi Suadi; Rahmi Seri Hanida; Parulian Siregar

Published: June 2022   Journal: Jurnal Kependidikan
This study aims to discover the literacy skills of 5th grade primary school students during covid-19 outbreak in Mandailing Natal Regency based on teachers’ perceptions. Descriptive qualitative approach was applied with a simple quantitative support in form of percentages. The respondents in this study were 23 primary school teachers of fifth year class from 23 different primary schools located in 23 districs in Mandailing Natal Regency. To obtain the data, a semi structured interview was conducted adapted from four literacy skills consisting of listening, speaking, reading and writing. The obtained data subsequently were analyzed by thematic analysis based on specific separated themes.
Cite this research | Open access | Vol.: 8 | Issue: 2 | No. of pages: 397-406 | Language: English | Topics: Education | Tags: child education, COVID-19 response, lockdown, primary schools, remote learning, school attendance, social distance, teachers | Countries: Indonesia
Lived experiences of teachers, parents, and learners in science amidst pandemic

Bon Eric Arceo Besonia; Lyka Francisco Magnate

COVID-19 pandemic has affected the educational system worldwide. Policies were created and implemented to guide the schools to offer flexible learning. Nevertheless, its implementation was partly in favor of those on the mainland. So, the author explored the lived experiences of teachers, parents, and learners in Science about their problems encountered, coping mechanisms, and perception of the learning modality in an island school. With this, an in-depth interview was employed to gather the data and was triangulated through observation and focus group discussion. Thematic analysis revealed that the complexity of the topics, the conduct of experiments and its materialization, and the unreliability scores of the learners were Science teachers' problems; their coping mechanisms were teacher-parent communication, additional learning resources, and house-to-house visitation; their perceptions disclosed that the learning modality is difficult.
Prospective study on the attitude toward school of secondary school students in the post-pandemic period

Eleonora Mihaela Popa

Published: May 2022   Journal: Technium Social Sciences Journal
This paper is aimed to study the attitude of secondary school students towards school. The research was conducted on a sample of 437 secondary school students and 42 teachers, who teach them. Students were given a questionnaire to identify their attitude towards school from five perspectives: students' self-perception from an academic point of view, students' attitude towards the school itself, attitude towards teachers, the importance they attach to goals, motivation, and self-regulation. Group interviews with teachers explored the relationship between teachers and students, how teachers relate to students, how they perceive students, how school assessments are done, how they provide feedback to students, as well as issues of improving students' attitudes towards school.
Effect of teacher autonomy support on the online self‐regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy

Xuemei Bai; Xiaoqing Gu

Published: May 2022   Journal: Journal of Computer Assisted Learning

Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students. The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL.

Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada.

Natalie Spadafora; Caroline Reid-Westoby; Molly Pottruff (et al.)

Published: May 2022   Journal: Teaching and Teacher Education
The present study, conducted during the first wave of the COVID-19 pandemic in Ontario, Canada, addressed the association between family responsibilities and mental health (depression and anxiety) among kindergarten educators. Participants comprised 1790 (97.9% female) kindergarten educators (73.6% kindergarten teachers; 26.4% early childhood educators) across Ontario.
Acute stress disorder and job burnout in primary and secondary school teachers during the COVID-19 pandemic: the moderating effect of sense of control

Baohua Zhen; Benxian Yao; Xiao Zhou

Published: April 2022   Journal: Current Psychology
The study aim was to examine the relationship between acute stress disorder and job burnout among primary and secondary school teachers, and to explore the moderating effect of sense of control on this relationship. A total of 751 teachers completed self-report questionnaires during the COVID-19 pandemic.
Transforming teaching and learning in early childhood care and education during COVID-19 in a poor community of the Cape Flats, South Africa

Naseema Shaik

Published: March 2022   Journal: Early Childhood Education Journal
This case study explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a semi-structured interview and thematically analyzed. Ethical clearance was secured from the Cape Peninsula University of Technology. Mezirow’s transformative learning theory was used as an analytical framework for the study. In particular, Mezirow’s concept of disorienting dilemmas was used to engage with the dilemmas the ECCE teachers were confronted with during the pandemic.
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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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