Children and COVID-19 Research Library

Worldwide, the coronavirus disease 2019 (COVID-19) pandemic has generated significant worry, uncertainty, anxiety, sadness, and loneliness. In Italy, these effects have been particularly pronounced. While research on the COVID-19 outbreak has mainly focused on the clinical features of infected patients and the psychological impact on the general population and health professionals, no investigation has yet assessed the psychological impact of the pandemic on parents. The present research is a web-based survey of Italian parents to examine the prevalence of parenting-related exhaustion—and to identify its associated risk and protective factors—4 weeks into the lockdown.

This online survey was done to explore parents’ perspectives on education of their children affected by the stay-at-home measures still ongoing in the country (Nigeria). A non-probability sampling technique was used in the recruitment of participants. The study questionnaire on a Google Doc Form was administered through WhatsApp instant messaging. Chi-square was used to test for differences, and statistical significance was set at p-value less than 0.05.

The COVID-19 pandemic has introduced unprecedented levels of stress for parents, especially those of children with chronic conditions. Mental health effects are expected to continue for months/years and preparation is needed to meet an increasing demand for mental health care.

This paper invetigates the effect that lockdown measures have had on the stress levels and mental health of parents and children during the COVID‐19 pandemic.

This study surveyed 3275 Chinese parents’ beliefs and attitudes around young children’s online learning during the lockdown of the COVID-19 pandemic. Most parents (92.7%) in the study reported that their children had online learning experiences during the pandemic, and many (84.6%) spent less than a half-hour each time. The parents generally had negative beliefs about the values and benefits of online learning and preferred traditional learning in early childhood settings. They tended to resist and even reject online learning for three key reasons: the shortcomings of online learning, young children’s inadequate self-regulation, and their lack of time and professional knowledge in supporting children’s online learning. The results suggested that the implementation of online learning during the pandemic has been problematic and challenging for families. The Chinese parents were neither trained nor ready to embrace online learning. The paper concluded with implications for policymakers and teacher education.

This report focuses on how Covid-19 and the lockdown have impacted on issues relating to parental conflict, and how those seeking to reduce parental conflict can adapt to the current situation using virtual and digital methods. It builds on two previous reports published by EIF in response to the Covid-19 pandemic – one which set out the challenges and risks relating to virtual and digital delivery, and the other which highlighted the impact of the pandemic on early help services.