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Children and COVID-19 Research Library

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

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1 - 15 of 68
Address and involvement in e-books about COVID-19 for young children: an analysis of the visual mode

Maria Koutsikou; Vasilia Christidou

Published: April 2022   Journal: Journal of Visual Literacy
COVID-19 e-books have emerged as means for communicating information about coronavirus and the resulting disease to children during the pandemic. This material is multimodal, with images forming the most prevalent and crucial semiotic mode. Except for representational and compositional meaning, an image realises interpersonal meanings. The degree to which the reader is activated (address) and prompted to become engaged with what is represented (involvement) constitute interpersonal meaning dimensions that reflect crucial pedagogical perceptions about children’s learning. This study explored how address and involvement are visually realised in young children’s e-books about COVID-19. The sample consisted of 100 randomly selected images of living or anthropomorphic entities included in 18 COVID-19 e-books for young children. The framework of analysis was based on the Grammar of Visual Design.
Reopening with Resilience: lessons from remote learning during COVID-19 – Eastern and Southern Africa

Rafael Pontuschka; Sophia Kan; Thomas Dreesen

Institution: *UNICEF
Published: March 2022
The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems
Child well-being in early childhood education and care during COVID-19: child sensitivity in small, fixed groups

Anette Boye Koch

Published: March 2022   Journal: Children & Society
The article explores child well-being in Danish early childhood education and care (ECEC) during the time of COVID-19. A phased reopening of Denmark occurred in spring 2020 under strict health guidelines. Two ECEC institutions were followed first-hand to observe the impact of the pandemic on pedagogy and child well-being. Observations and interviews were conducted with follow-up interviews and an online survey a year later. The findings suggest that the pandemic caused pedagogues to work in a more child-sensitive way with elevated staff/child ratios and children in small, fixed groups; however, child well-being was not negatively affected, despite the acute situation.
Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan

Anas Hajar; Syed Abdul Manan

Published: March 2022   Journal: Innovation in Language Learning and Teaching
This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills.
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.
Online pair-programming: elementary school children learning scratch together online

Liat Bodaker; Rinat B. Rosenberg-Kima

Published: February 2022   Journal: Journal of Research on Technology in Education
The COVID-19 pandemic raised the need to examine online learning methods also in young children. This study examined elementary school children’s performance and attitudes during and toward an online programming learning activity utilizing the pair-programming Agile method that may foster 21st-century skills, including collaboration and computational thinking. Forty 4th–6th grade children with basic programming knowledge of Scratch were randomly assigned to either a pair-programming or solo-programming condition. Overall, children in both conditions enjoyed the online learning activity and completed it successfully. In particular, pair-programming seemed to entail an extra benefit to girls who generally preferred working in pairs. Nevertheless, children in the pair condition took longer to complete all tasks, perceived the third task, which was completed individually, as more difficult, and were less active when their partner was more competent. Implications for post-COVID-19 learning are discussed.
Digital disruption in early childhood education: a qualitative research from teachers’ perspective

Bayu Rima Aditya; Andrisyah ; Asih NurIsmiatun (et al.)

Published: February 2022   Journal: Procedia Computer Science
In the digital era, teachers need to behave more positively attitude about ICT. This study investigated the perception of early childhood teachers regarding the use of ICT in the online learning process during the Covid-19 pandemic through a qualitative interview. For the data collection,  53 early childhood teachers in Indonesia were interviewed. The data collected from interviews were analyzed using thematic coding techniques.
The role of Indonesian education-based startup in enhancing the learning quality of high school students in COVID-19 pandemic era

Akmal Silva Pratama; Eidelina Maghfirah; Faiz Ramadhan (et al.)

Published: February 2022   Journal: IEEE Xplore
The COVID-19 pandemic causes transitions and social changes in the learning process from offline to online. On the other hand, the adaptation of formal education to digital learning is not always smooth. In this case, startups in the education sector have a role in advancing education and improving the quality of students in Indonesia, especially high school students. The purpose of this research is to analyze the role of educational startups in Indonesia in improving the quality of high school students during the pandemic. This research uses a mix method approach that combines quantitative and qualitative approaches, where data is obtained through distributions of questionnaires to 112 high school students, interview and library research.
Perceptions about teaching in times of COVID-19 pandemic: experience of secondary education in Chile

Alejandro Almonacid-Fierro; Andrew Philominraj; Rodrigo Vargas-Vitoria (et al.)

Published: January 2022   Journal: European Journal of Educational Research
The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile.
Cite this research | Open access | Vol.: 11 | Issue: 1 | No. of pages: 457-467 | Language: English | Topics: Education | Tags: child education, COVID-19 response, e-learning, lockdown, remote learning, school attendance, social distance, teaching methods | Countries: Chile
Remote learning and its effects on the well-being of primary school learners in Germany

Tobias Schroedler; Drorit Lengyel; Jürgen Budde (et al.)

Published: January 2022   Journal: International Journal of Primary, Elementary and Early Years Education
This paper presents a study on remote learning of primary school children during the first school closures that were imposed in Germany in response to the COVID-19 pandemic in spring 2020. Data were collected at a primary school covering learners from age 6-12 and include a comprehensive survey amongst parents (n=69) as well as interviews with learners (n=17). Employing a mixed-methods approach, we first analyse the parent-survey’s quantitative dataset. The analyses demonstrate that using modern technology for teaching and for communication between teachers and learners positively impact learners’ motivation and well-being. Multivariate statistics show that teacher-learner contact frequency as well as teaching-learning transparency are predictive towards learner well-being.
Professionals’ perspectives on service delivery: the impact of COVID-19 on early childhood special education providers

Doug Gomez; Megan Kunze; Elizabeth Glenn (et al.)

Published: January 2022   Journal: Topics in Early Childhood Special Education
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. This qualitative study conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE rofessionals described challenges as well as unexpected positive outcomes associated with continuing to work in the midst of the COVID-19 pandemic. Professionals also explained the importance of increasing parent interaction through coaching interventions while engaging in remote service delivery.
“Lessons from lockdown: could pandemic schooling help change education?”

Harriet D. A. Pattison

Published: January 2022   Journal: Pedagogy, Culture & Society
This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of ‘homeschooling’ and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education.
Addressing equity in schools: youth participatory action research and transformative social and emotional learning during COVID-19

Chastity L. Owens; Annette H. Johnson; Aubrey Thornton

Published: December 2021   Journal: Children & Schools
In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.
Early childhood educators as COVID warriors: adaptations and responsiveness to the pandemic across five countries

Judith Gomes; Sylvia Christine Almeida; G. Kaveri (et al.)

Published: November 2021   Journal: International Journal of Early Childhood
The ongoing COVID-19 pandemic has seriously impacted countries across the globe. The pandemic has created a completely new teaching–learning environment of interaction for early childhood educators. In many countries, face-to-face teaching has been replaced by remote teaching, while in others, there have been intermittent lockdowns and limited interruptions to regular teaching norms. Given the play-based nature of preschool teaching–learning activities in most countries, educators are required to reimagine the sociocultural relationships to their pedagogical practices in their everyday teaching–learning contexts. This paper sheds light on educators’ experiences and the dramatic shift in their indoor–outdoor teaching–learning environment due to the evolving health measures. The study draws on notions of teachers’ identities and Vygotsky’s cultural–historical concept of social situation of development (Vygotsky, 1994) to capture the new forms of relationships that early childhood educators experienced with their pedagogical environments across different countries during the pandemic.
New realities for Polish primary school informatics education affected by COVID-19

Taras Panskyi; Ewa Korzeniewska; Małgorzata Serwach (et al.)

Published: November 2021   Journal: Education and Information Technologies
In the paper, the authors discuss the first research effort to explore the transition from traditional teaching into distance teaching in Polish primary schools enforced by COVID-19. The first research question was addressed to primary school students and was dedicated to furnishing them with ICT equipment for crisis-prompted distance informatics learning. According to the obtained results, almost all Polish students during the pandemic have a technical opportunity to participate in distance learning and to use digital devices to develop their digital competences. Hence the second research question was addressed to the experts, demystifies whether the accessibility and the availability of ICTs could increase students’ informatics learning outcomes in out-of-school primary education settings.
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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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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.