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Children and COVID-19 Research Library

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

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46 - 60 of 276
Different associations of parental involvement with children’s learning of Chinese, English, and math: a three-wave longitudinal study

AUTHOR(S)
He Wang; Yinghe Chen; Xiujie Yang (et al.)

Published: February 2022   Journal: European Journal of Psychology of Education
Due to the impact of COVID-19, children and their parents are spending more time at home, which increases parent–child interactions. The goals of the present study were to examine the mediating effects of children’s learning engagement on the relationships of parental involvement in Chinese, English, and math performance and to investigate whether parent-perceived parental involvement and child-perceived parental involvement consistently affected children’s academic performance. Data were collected from 253 Chinese primary school students (117 boys, Mage = 10.53) during the COVID-19 pandemic.
Analysing the importance of e-government in times of disruption: the case of public education in Rwanda during Covid-19 lockdown

AUTHOR(S)
Dominique E. Uwizeyimana (et al.)

Published: February 2022   Journal: Evaluation and Program Planning
The world has been in the grip of the Covid-19 pandemic since 2019. The Rwandan Government failed to establish e-government infrastructure to provide e-education during the lockdown (a.k.a Guma mu Rugo or Stay home), resulting in all children having to repeat the academic level they were in when the lockdown started in March 2020. The problems in Rwanda’s education during Covid-19 are partly attributed to the government’s ICT platform which does not prioritise e-education services, the government’s inability to provide infrastructures for e-government, and the lack of ICT equipment and skills. Research on the aspects of e-government and e-education in Rwanda is limited. There is a scarcity of knowledge about what happened to public education in Rwanda during the lockdown. The aim of this study was to explore the effects of the lockdown on Rwanda’s public education and how e-education could have helped provide public education.
Saudi Arabia's digital and distance education: experiences from the COVID-19 pandemic and opportunities for educational improvement

AUTHOR(S)
Anna Boni; Laura Gregory

Published: February 2022

Faced with the crisis of the COVID-19 pandemic in March 2020, Saudi Arabia embarked on a journey to adapt the way in which schooling operated, enabling a continued education for children across the country. This was a unique journey, and one that will have lasting impacts on education in Saudi Arabia. The World Bank studied this journey in detail over the 2020–21 school year, as the pandemic was underway. This report compiles the results of this study and provides a comprehensive review of the experiences of digital and distance education in Saudi Arabia, along with an analysis of opportunities for future educational improvement. The study aimed to answer three main questions. Firstly, how well did Saudi Arabia provide for, and achieve, continued education of K–12 students during the COVID-19 pandemic? Secondly, what were the strengths of Saudi Arabia’s response to the COVID-19 pandemic in K–12 education? And finally, what are the opportunities for educational improvement following the digital and distance education experience?

The relationship between behavioral problems and screen time in children during COVID-19 school closures in Japan

AUTHOR(S)
Chika Ueno; Shuichi Yamamoto

Published: February 2022   Journal: Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

Pediatricians report that patients’ physical and psychological complaints increase after long periods of school closures in Japan, such as summer vacations. It has been reported that the number of children who commit suicide is greatest in September in Japan (1); therefore, the Japanese government has alerted pediatricians and parents to pay attention to subtle changes in children when they are due to return to school. Hence, long school closures seem to affect children’s physical and psychological status. This was a cross-sectional study conducted in July 2020, which enrolled students from all four public elementary schools in Miyaki-Machi, a suburban town in Saga prefecture, Japan. Parents received a letter describing the study and a questionnaire to be returned to the school by July 30 after completion. Participants were offered no financial incentive.

Screen time effect on insomnia, depression, or anxiety symptoms and physical activity of school students during COVID-19 lockdown in Lebanon: a cross sectional study

AUTHOR(S)
Bayan Tarek Abou Ali; Nada Omar Saleh; Hussein Walid Mreydem (et al.)

Published: February 2022   Journal: Sleep Medicine Research
This study aims to investigate the impact of COVID-19 on screen time among Lebanese high school students (grades 9–12). An anonymous online questionnaire was distributed among 510 school students from different governorates in Lebanon; this included questions regarding screen time, food habits, and physical activity. Psychological symptoms were assessed using the Generalized Anxiety Disorder-7 items and Patient Health Questionnaire-9 items. Effects of screen time on sleep was evaluated using the Insomnia Severity Index and Bedtime Procrastination Scale.
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.
Understanding Caribbean early childhood teachers’ professional experiences during the COVID-19 school disruption

AUTHOR(S)
Sabeerah Abdul-Majied; Zoyah Kinkead-Clark; Sheron C. Burns

Published: February 2022   Journal: Early Childhood Education Journal
The COVID-19 Pandemic and resulting school closures, present a serious threat to young children’s care, learning, and the achievement of their developmental potential (UNESCO, 2020a). Disruptions to normal school functioning worldwide have presented challenges for teachers who were generally unprepared to teach using different methodologies (United Nations in Policy brief: Education during Covid-19 and beyond, 2020). Since a child’s right to care and education extends even during emergencies this study was conceptualized to better understand the professional experiences of early childhood teachers as they navigated the teaching learning process during the COVID-19 school disruption. A multiple site qualitative case study was designed to answer two research questions: What were the professional experiences of Caribbean Early Childhood Care and Education (ECCE) teachers at the start of the COVID-19 pandemic period? And how did Caribbean ECCE teachers adapt to ensure continuity of children’s rights to access education? Almog and Perry-Hazan’s (2012) conceptualisation of the Right to Adaptable Education provided the theoretical foundation for this study. Data were collected using a questionnaire sent to teachers from seven Caribbean countries. Five themes were extricated from the findings: changed teacher experiences, significant new understandings, changed teacher collaboration practices, changed individual qualities, and warning signs for support.
Effects of COVID-19 home confinement on sleep in children: a systematic review

AUTHOR(S)
Lucia Rocío Camacho-Montaño; Alex Iranzo; Rosa María Martínez-Piédrola (et al.)

Published: February 2022   Journal: Sleep Medicine Reviews
This study aimed to examine the evidence of the effects of coronavirus disease confinement on the sleep of children aged 12 years and younger. A systematic review was conducted following the recommendations for Preferred Reporting Items for Systematic Reviews and Meta-Analyses. MEDLINE, Cumulative Index for Nursing and Allied Health Literature, Excerpta Medica Database, Psychological Information Database, and Web Of Science were systematically searched between the period of January 2020 and March 2021. The quality assessment was analysed with the Newcastle–Ottawa quality assessment scale and the National Institutes of Health quality assessment tool for observational cohort and cross-sectional studies. The appraisal tool for cross-sectional studies was applied to cross-sectional studies and each longitudinal study was assessed with the critical appraisal skills programme.
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
How learning continued during the COVID‑19 pandemic

AUTHOR(S)
Stéphan Vincent-Lancrin; Cristóbal Cobo Romaní; Fernando Reimers

Published: January 2022

During the first wave of school closures during the COVID-19 pandemic, the OECD, the World Bank, the Global Education Innovation Initiative at Harvard University and HundrED joined forces to document a variety of examples of what education stakeholders did to allow academic learning to continue. This report brings together a collection of 45 case studies that were initially published on the OECD and World Bank websites between May 2020 and March 2021 (Part II). The “education continuity stories” describe specific solutions implemented by government, non-governmental organisation or companies to support teachers and learners. Many of these solutions had a strong technology dimension. These stories describe the proposed solution in terms of objectives and implementation, but also reflect on the challenges and success factors, the replicability of the initiative in other contexts, and the evidence of success that was gathered (at the time of initial publication). While most initiatives focus on primary and secondary education, they cover all levels of education, and illustrate innovations that have been undertaken around the world, in countries with different contexts, culture and levels of income.

The impact of COVID-19 on children’s learning: a rapid review

AUTHOR(S)
Jane Spiteri; Josephine Deguara; Tania Muscat (et al.)

Published: January 2022   Journal: Educational and Developmental Psychologist

While it is widely acknowledged that the COVID-19 pandemic has created disruptions in children’s learning trajectories, the literature suggests that there is little empirical research to support this claim. This rapid review of the literature was carried out to explore the impact of the COVID-19 pandemic on children’s learning, whether there has been a loss in learning during the COVID-19 pandemic, and if so, what recommendations can be made to mitigate these losses, now and in the future.

Parental involvement in children's online education during COVID-19: a phenomenological study in Saudi Arabia

AUTHOR(S)
Maryam Alharthi

Published: January 2022   Journal: Early Childhood Education Journal
The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. This study focused on parental involvement in children’s education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data.
Relationship between screen time among children and lower economic status during elementary school closures due to the coronavirus disease 2019 pandemic

AUTHOR(S)
Sangha Lee; Sungju Kim; Sooyeon Suh (et al.)

Published: January 2022   Journal: BMC Public Health volume

This study aimed to examine whether the extended use of a variety of digital screen devices was associated with lower economic status and other environmental factors among Korean elementary school children and their caregivers during school closures precipitated by the coronavirus disease 2019 (COVID-19) pandemic. A total of 217 caregivers of children 7–12 years of age from Suwon, Korea, were recruited and asked to respond to a self-administered questionnaire in June 2020. The questionnaire addressed demographic information and children’s use of digital media, in addition to their caregivers. The t-test was used for continuous variables, and the Kruskal-Wallis test was used for variables measured on an interval scale. A multiple regression analyses were performed to examine the effects of significant correlative factors on screen time in children as predictors.

Prevalence and associated factors of depression, anxiety and suicidality among Chinese high school E-learning students during the COVID-19 lockdown

AUTHOR(S)
Xiaodan Peng; Shunwei Liang; Lili Liu (et al.)

Published: January 2022   Journal: Current Psychology
The outbreak of Coronavirus disease (COVID-19) in 2019 and the resulting quarantine may have increased the prevalence of mental health problems in adolescents. The aim of this study was to explore the association between the efects of home-based learning during the pandemic and the risks of depression, anxiety, and suicidality among junior and senior high school students. An online survey using Patient Health Questionnaire (PHQ-9) and Generalized Anxiety Disorder (GAD-7) was conducted between 12 to 30 April 2020, on a total of 39,751 students. Multivariable logistic regression analysis was used to analyze the risk factors of associated depression, anxiety and suicidality during the pandemic.
46 - 60 of 276

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.