Children and COVID-19 Research Library

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

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Journal article

Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid

AUTHOR(S)
Jacqueline Baxter; Alan Floyd; Katharine Jewitt

Published: December 2022 Journal: British Educational Research Journal

Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic.

Journal article

A qualitative study about how families coped with managing their well-being, children's physical activity and education during the COVID-19 school closures in England

AUTHOR(S)
Lisa Woodland; Ava Hodson; Rebecca K. Webster (et al.)

Published: December 2022 Journal: Plos One

In 2020, schools in England closed for six months due to COVID-19, resulting in children being home-schooled. There is limited understanding about the impacts of this on children’s mental and physical health and their education. Therefore, This study explored how families coped with managing these issues during the school closures. 30 qualitative interviews with parents of children aged 18 years and under (who would usually be in school) were conducted between 16 and 21 April 2020. Three themes and eight sub-themes that impacted how families coped whilst schools were closed were identified.

Cite this research | Open access | No. of pages: 34 | Language: English | Topics: Education, Mental Health | Tags: child education, COVID-19 response, educational policy, family environment, lockdown, parent-child relationship, physical activity, remote learning, school attendance, social distance | Countries: United Kingdom

Journal article

Parents' competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

AUTHOR(S)
Kaisa Pihlainen; Serja Turunen; Anitta Melasalmi (et al.)

Published: December 2022 Journal: European Journal of Special Needs Education

Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents’ perspectives regarding their basic psychological needs, i.e. competence, autonomy, and relatedness, in relation to the schooling of their children with SEN. Questionnaire data consisted of the views of 120 parents who described 179 resources and 151 challenges concerning their basic psychological needs during ERT of their children. Data were analysed following the principles of theoretical categorising.

Journal article

Screen exposure time and computer vision syndrome in school-age children during COVID-19 era: a cross-sectional study

AUTHOR(S)
Nandita Chaturvedi; Pooja Singh; Malobika Bhattacharya

Published: December 2022 Journal: Journal of Clinical Ophthalmology and Research

With the advent of COVID-19 era, teaching activities have migrated from offline to online platform. This study aimed to assess whether the increased exposure to visual display terminal (VDT) devices is affecting the health of school-age children with regard to computer vision syndrome (CVS). This cross-sectional study was carried out by means of an online questionnaire. Participants were students ranging from Class 1 to Class 12. Questions were posed to participants pertaining to screen exposure time, physical activity levels, dry eye symptoms, and asthenopia symptoms. The dry eye part was adapted from the 5 Item Dry Eye Questionnaire (DEQ5 questionnaire), and the asthenopia part was adapted from the questionnaire developed by Ames et al. A total of 554 students were included in the study. The data received were statistically analyzed.

Journal article

Experiences of parents and teachers with virtual classrooms during the COVID-19 restrictions: a study focusing on inclusive education in Malaysia

AUTHOR(S)
Chu Yun Phua; Kah Heng Chua; Way Kiat Bong

Published: December 2022 Journal: Education Sciences

The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire.

Journal article

Play and learn: children's agency through the COVID-19 pandemic in Mozambique

AUTHOR(S)
Marina Di Napoli Pastore; Francesca Salvi

Published: December 2022 Journal: Children & Society

Social distancing, one of the measures adopted in the context of the COVID-19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–10, this study considers how differences in socioeconomic backgrounds led children to respond to the social restrictions in ways that made sense to them. Inspired by Abebe (2019), it identifies how the interruptions of daily routines enabled specific instances of agency on children's part.

Journal article

Learning from home: widening rural-urban educational inequality and high school students' self-control in China during the COVID-19 pandemic and school closure

AUTHOR(S)
Gaoming Ma; Jiayu Zhang; Liu Hong

Published: December 2022 Journal: Youth & Society

Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures’ impact on young populations’ academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students’ academic achievements appeared to be negatively affected amid a school closure. More importantly, students’ self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures’ unequal impact on young populations.

Cite this research | Open access | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, lockdown, remote learning, rural families, school attendance, secondary education, social distance, social inequality, urban families | Countries: China

Journal article

Preschoolers' parent and teacher/director perceptions of returning to early childcare education during the COVID-19 pandemic

AUTHOR(S)
Meg Bruening; Camila Nadalet; Nathan Ashok (et al.)

Published: December 2022 Journal: BMC Public Health

Early Care and Education (ECE) sites are critical hubs for social, emotional, and physical learning development of preschool children (ages 3–5). The COVID-19 pandemic has impacted ECE enrollment and participation; until June 2022, preschool children in the US were ineligible for COVID-19 vaccines. It is critical to identify perceptions of teachers/directors and parents to enhance safe return-to-school efforts. Focus groups (n = 7; 22 participants) were conducted with ECE teachers/directors throughout Arizona to examine perceptions of COVID-19 testing for families and staff at ECE sites, and current and possible COVID-19 mitigation strategies during Summer 2021. Preschool parents from underserved families in Phoenix (n = 41) completed a brief survey on their perceptions of benefits of ECE for themselves and their children, thoughts on COVID-19 mitigation strategies, and timing for safe return to school during Spring 2021. Focus groups were transcribed and analyzed for themes using constant comparison.

Journal article

Children's engineering identity development within an at-home engineering program during COVID-19

AUTHOR(S)
Amber Simpson; Peter N. Knox

Published: December 2022 Journal: Journal of Pre-College Engineering Education Research

The culture of engineering and the culture of formal learning environments often make it difficult for individuals to develop an engineering identity. Conversely, recent research points to the home environment as an alternative setting to support disciplinespecific identity development of children, while less is known regarding the identity development of children as engineers. Therefore, the purpose of this study was to explore the development of children’s engineering identity through the co-creation of engineering concepts and engagement with engineering design thinking and processes with family members in home environments during the COVID-19 pandemic.

Journal article

The qualitative study of Cypriot parents' views about online education during COVID-19 pandemic: the challenges and responsibilities

AUTHOR(S)
Aygil Takır

Published: December 2022 Journal: Education 3-13

The COVID-19 pandemic has led to fundamental changes in Northern Cyprus much like all the other countries. Education is one of the sectors that has been affected intensely by the pandemic. This qualitative study aims to investigate parents’ views about educational challenges, experiences, and responsibilities about their children’s online learning process during the COVID-19 pandemic. Telephone interviews were conducted for data collection. Parents described the most performed online education activity as teacher-oriented instruction. Nearly all of the parents complained about internet connections being slow and weak along with teachers’ insufficient technology proficiency. Parents agreed that their role was much more challenging and complicated than it was in a traditional education setting.

Journal article

Remote graphic-based teaching for pupils with visual impairments: understanding current practices and co-designing an accessible tool with special education teachers

AUTHOR(S)
Kaixing Zhao; Julie Mulet; Clara Sorita (et al.)

Published: December 2022 Journal: Proceedings of the ACM on Human-Computer Interaction

The lockdown period related to the COVID-19 pandemic has had a strong impact on the educational system in general, but more particularly on the special education system. Indeed, in the case of people with visual impairments, the regular tools relying heavily on images and videos were no longer usable. This specific situation highlighted an urgent need to develop tools that are accessible and that can provide solutions for remote teaching with people with VI. However, there is little work on the difficulties that this population encounters when they learn remotely as well as on the current practices of special education teachers. Such a lack of understanding limits the development of remote teaching systems that are adapted. This paper conducted an online survey regarding the practices of 59 professionals giving lessons to pupils with VI, followed by a series of focus groups with special education workers facing teaching issues during the lockdown period. It followed an iterative design process where successive low-fidelity prototypes were designed to drive successive focus groups.

Journal article

Effectiveness of a social cognitive theory-based distance educational intervention on anxiety in families of patients with COVID 19

AUTHOR(S)
Abdollah Mohammadian-Hafshejani; Elahe Tavassoli; Elham Tavassoli (et al.)

Published: November 2022 Journal: Payesh

The purpose of the current study was to investigate the effectiveness of a social cognitive theory-based distance educational intervention on anxiety in families of patients with COVID 19. This interventional study was conducted on families of patients with COVID-19 in Shahrekord, Iran in 2021. Based on the list received from the health center, 100 adult members from families with Covid-19 patients randomly were selected and assigned to the intervention and the control groups (50 per each group). The intervention group received a distance education framed as the structure of social cognitive theory while the control group received some educational material not related to the study by sending pamphlets, educational materials through the What Sapp group. The data used in the study were collected at three stages, including before the intervention, immediately after, and three months after the intervention. Using SPSS software version 25, the data were analyzed.

Journal article

Common mental disorders among high school students during COVID-19 pandemic with online education satisfaction level in Pakistan

AUTHOR(S)
Noreen Maqbool Bokhari; Mubashir Zafar; Muhammad Maaz Arif (et al.)

Published: November 2022 Journal: Medical Science

The objective of the study is to determine the prevalence of common mental disorders among high school students and their online education satisfaction levels in Pakistan. It was an observational, cross sectional study. The study took place among students registered across various high schools at different cities in Pakistan. The duration of the study was about six months from January 2021 to June 2021. A cross sectional study was conducted across different high schools in Pakistan. For a total of 275 selected study participants, structured and validated questionnaires were used to determine the common mental disorders such as anxiety, depression, and Psychosis.

Journal article

Preschool teachers' practices of online learning during the pandemic: insights from Egypt

AUTHOR(S)
Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah; Mohamed Marzouk

Published: November 2022 Journal: Education 3-13

The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school.

Cite this research | Open access | Language: English | Topics: Education | Tags: child education, COVID-19 response, educational policy, lockdown, preschool education, remote learning, school attendance, social distance, teachers, teaching methods | Countries: Egypt

Journal article

Primary school teacher's perception of game-based learning in online learning: the advantages and challenges

AUTHOR(S)
Sri Nani Rezeki Siburian; Yogi Saputra Mahmud

Published: November 2022 Journal: IJECA : International Journal of Education and Curriculum Application)

The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.

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