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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 97
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.
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.

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.
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.
An overnight educational transformation: how did the pandemic purn early childhood education upside down?

AUTHOR(S)
Sinem Aslan; Qi Li; Curtis J. Bonk (et al.)

Published: June 2022   Journal: Online Learning
Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely. Unfortunately, there were few lessons that these teachers could learn from experience to cope with this change since online learning in early childhood settings had been scarce until the outbreak of the pandemic. In response, the goal of this interview study was to investigate how early childhood teachers in public and private schools implemented online learning during the pandemic, the challenges they encountered when teaching online, and their suggestions to address these challenges.
Influence of the educational environment and parenting patterns on children's growth and development in the new normal era after Covid 19 in the playgroup of Babadan District, Ponorogo Regency, Indonesia.

AUTHOR(S)
Jauhan Budiwan; Abdah Munfaridatus Sholihah

Published: June 2022   Journal: International Journal of Educational Studies in Social Sciences
The covid-19 outbreak has changed the educational structure and psychology of child development, the role of teachers, parents and the environment is needed for good development. In the new normal era after covid 19, what is the paradigm model in children's education. This article aims to determine the influence of the educational environment and parenting patterns on children's growth and development in the new normal era after covid 19 in the Babadan sub-district playgroup, Ponorogo district. This research is a field study where to measure the influence of the environment and parents on children's growth and development in the new normal era after covid 19 in the Babadan Subdistrict Playgroup, Ponorogo Regency by using the bivariate correlation test in three schools, namely the Al-Islam playgroup, the Permata Hati playgroup and the Aisiyah playgroup.
Drawing from and expanding their toolboxes: preschool teachers' traditional strategies, unconventional opportunities, and novel challenges in scaffolding young children's social and emotional learning during remote instruction amidst COVID-19

AUTHOR(S)
Jennifer J. Chen; Charlene Brotherson Adams

Published: June 2022   Journal: Early Childhood Education Journal
Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom.
Debate in public versus independent secondary schools in New York City: post-COVID-19 health literacy and equal access to basic educational opportunities.

AUTHOR(S)
Erin T. Jacques; Corey H. Basch; Joseph Fera (et al.)

Published: June 2022   Journal: Journal of Community Health
Speech and debate (referred to hereafter as debate) has the potential to play an integral role in increasing the health literacy of secondary school students, yet we did not identify published studies examining the prevalence of debate programs in public and independent secondary schools. The purpose of this study was to describe the presence of debate in a probability sample of public and independent secondary schools in New York City (NYC) and explore whether there were differences in the availability of debate programs when schools were classified based on public versus independent status, school enrollment, borough location, and proportion of non-white students enrolled. The sampling frame was constructed using NYC Open Data for the public schools and the publicly available membership directory of the New York State Association of Independent Schools.
Effectiveness of techno-pedagogical skills of secondary school teachers on online teaching during Covid-19 pandemic

AUTHOR(S)
Chiranjit Setua

Published: May 2022   Journal: MIER Journal of Educational Studies Trends & Practices
This study investigates the effectiveness of techno-pedagogical skills of secondary school teachers in their online teaching. A sample consists of 42 CBSE and ICSE secondary school teachers. The research adopts a descriptive survey design for collecting data using the “Techno-Pedagogical Skill Assessment Scale” developed by Sibichen (2011). Structured interviews also formed a part of data collection. The results reveal a moderately positive correlation between techno-pedagogical skills and effective online teaching. There is a significant difference between the high level and low level of techno-pedagogical skills of secondary school teachers with their effective online teaching. The positive impact of the COVID-19 pandemic on the techno-pedagogical skill of secondary school teachers is reported in the study.
Kindergarten practitioners' perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: exploring transitions and transformations in institutional practices

AUTHOR(S)
Czarecah Tuppil Oropilla; Elin Eriksen Ødegaard; Gloria Quinones (et al.)

Published: May 2022   Journal: European Early Childhood Education Research Journal
Intergenerational programs have benefits for both children and older adults; however, the ongoing pandemic has changed social situations across the globe. The focus of this article is on exploring transitions and transformations due to societal conditions and demands that drive the implementation of intergenerational programs during a time of a global crisis that is the COVID-19 pandemic. Through an online survey form and focus group discussion, a total of 64 kindergarten practitioners shared their perspectives on intergenerational programs between young children and older adults in kindergartens in Norway. Kindergarten practitioners identified challenges that hinder intergenerational programs in kindergarten settings during the pandemic, as well as conditions that facilitate its implementation. Implications from this research indicate the need to think differently to be able to provide children with intergenerational experiences in kindergarten settings in Norway even during the pandemic and beyond.
Global trends in the research on early childhood education during the COVID-19 pandemic: a bibliometric analysis

AUTHOR(S)
Jiahong Su; Davy Tsz Kit Ng; Weipeng Yang (et al.)

Published: May 2022   Journal: Education Sciences
During the COVID-19 pandemic, schools and preschools worldwide have been suspended, causing many challenges for students, parents, and teachers. Through home-schooling, preschool children struggle to accept new (online) learning modes. Teachers need to acquire digital skills quickly to deliver online teaching, while parents need to take on the role of a tutor at home to facilitate their children’s learning. This study aims to gauge the global trends in the research on early childhood education (ECE) during the COVID-19 pandemic, particularly considering the need for a swift response to the impact of the pandemic. It employed the bibliometric approach to studying ECE studies during the pandemic by identifying the countries of most-cited publications, most-cited categories of studies, and research methodologies used in the eligible studies (N = 507).
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

AUTHOR(S)
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.

The Little Red Hen and a Corona Giant: creative storytelling strategy in an early childhood classroom

AUTHOR(S)
Ilfa Zhulamanova; Jill Raisor

Published: April 2022   Journal: Global Journal of Transformative Education
Storytelling is a natural mean of communication between generations and is deeply rooted in culture.  In today’s classrooms, the act of storytelling is often overshadowed by a narrow focus on academics.  However, children can use storytelling as a way to demonstrate depth of their understanding. This study details the use of a creative storytelling strategy implemented in an early childhood classroom which was interrupted by the COVID-19 pandemic.  The end result is a two-phase study which concluded with pre-kindergarten aged children using storytelling to discuss and display their perceptions of Coronavirus in an academic setting.
Address and involvement in e-books about COVID-19 for young children: an analysis of the visual mode

AUTHOR(S)
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.
16 - 30 of 97

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.