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Stephen P. Becker; Melissa R. Dvorsky; Rosanna Breaux (et al.)
Tom Bailey; Richard P. Hastings; V. Totsika
Martina Siracusano; Eugenia Segatori; Assia Riccioni
Giovanna Mascheroni; Marium Saeed; Marco Valenza; Davide Cino; Thomas Dreesen; Lorenzo Giuseppe Zaffaroni; Daniel Kardefelt Winther
Italy was the first country in Europe to implement a
nationwide lockdown. Children and their families lived in nearly complete
isolation for almost two months. Students missed 65 days of school compared to
an average of 27 missed days among high-income countries worldwide. This
prolonged break is of concern, as even short breaks in schooling can cause
significant loss of learning for children and lead to educational inequalities
over time. At least 3 million Italian students may not have been reached by remote
learning due to a lack of internet connectivity or devices at home.
This report explores children’s and parents’ experiences of
remote learning during the lockdown in Italy, drawing on data collected from 11
European countries (and coordinated by the European Commission’s Joint Research
Center). It explores how children's access and use of digital technologies
changed during the pandemic; highlights how existing inequalities might
undermine remote learning opportunities, even among those with internet access;
and provides insights on how to support children’s remote learning in the
La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana
L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.
Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Jeanine P. D. Guidry; Carrie A. Miller; Albert J. Ksinan (et al.)
Ruchita Shah; V. Venkatesh Raju; Sandeep Grover (et al.)
This study indicates that COVID-19 pandemic has impacted the attitude, anxiety and mental status of parents of children with Autism Spectrum Disorder in Saudi Arabia. The anxiety of parents during COVID-19 was significantly higher than before the COVID-19 situation. During COVID-19 pandemic the parent’s mental health issues were more related to loss in confidence, feeling of worthlessness and depression.
Ran D. Goldman; Sophie McGregor; Shashidhar R. Marneni (et al.)
Rebeccah L. Sokol; Anna H. Grummon
Anne‐Sophie E. Darlington; Jessica E. Morgan; Richard Wagland (et al.)
Children with cancer were designated as clinically extremely vulnerable if they were to contract SARS‐CoV‐2 due to immune suppression in the early phase of the COVID‐19 pandemic. Our aim was to explore experiences, information and support needs, and decision making of parents with a child with cancer in response to this phase in the United Kingdom. Parents of a child with cancer completed a survey at a time when the UK moved into a period of ‘lockdown’. An online survey was developed by the research team to capture parents’ experiences, information and support needs, and decision making, using closed statements and open text boxes. Descriptive quantitative analyses and qualitative thematic content analysis were undertaken.
Maria Cusinato; Sara Iannattone; Andrea Spoto (et al.)
Jason M. Fogler; Sébastien Normand; Nicole O’Dea (et al.)
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.
Read the latest quarterly digest on children and disabilities.
The second digest discussed children and violence during the pandemic.
The first digest covers children and youth mental health under COVID-19.
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COVID-19 & Children: Rapid Research Response
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