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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 89
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.
Reopening with Resilience: lessons from remote learning during COVID-19 – Eastern and Southern Africa

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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

AUTHOR(S)
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
16 - 30 of 89

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.