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Children and COVID-19 Research Library

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

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1 - 15 of 1096
Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana

AUTHOR(S)
Sharon Wolf; Elisabetta Aurino; Noelle M. Suntheimer (et al.)

Published: July 2022   Journal: Child Development
The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; Mage = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises.
Listening to Filipino parents' voices during distance learning of their children amidst COVID-19

AUTHOR(S)
Abdul Wahid I Tocalo

Published: July 2022   Journal: Education 3-13
Given that the experiences of Filipino parents around distance learning education amid the COVID-19 pandemic have been overlooked in research, this study used an embedded mixed methods design to survey 837 Filipino parents’ needs regarding distance learning of their children under primary level during the pandemic.
School wellbeing and psychological characteristics of online learning in families of children with and without hearing loss during the Covid‐19 pandemic

AUTHOR(S)
Bianca Maria Serena Inguscio; Maria Nicastri; Ilaria Giallini (et al.)

Published: July 2022   Journal: Psychology in the Schools
This study investigated the psychological characteristics of online learning on Italian students with and without hearing loss (HL) and on their parents, who were forced into isolation during the Covid-19 pandemic. An online survey collected information on socio-demographic data and opinions concerning online learning from 61 children (mean age 11; 25 males, 36 females), including 43 with HL and also from their parents; additionally, school wellbeing and anxiety were assessed.
Parent–teacher interactions during COVID-19: experiences of U.S. teachers of students with severe disabilities

AUTHOR(S)
Grace L. Francis; Alexandra R. Raines; Alexandra S. Reed (et al.)

Published: July 2022   Journal: Education Sciences
In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.
Graduating during the COVID-19 pandemic: digital media practices and learning spaces among pupils taking their school-leaving exams

AUTHOR(S)
Belinda Mahlknecht; Richard Kempert; Tabea Bork-Hüffer

Published: July 2022   Journal: Sustainability
The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final year of their secondary education as they prepared for and finalized their school-leaving exams to investigate the following questions: What did pupils’ socio-material-technological learning spaces look like during this period? How did they adapt their digital media practices to cope with learning remotely? How did their situatedness in these learning spaces influence their learning experiences? Building on existing research in the field of digital and children’s geographies as well as learning spaces, through a combined content and narrative analysis, this article situates pupils’ learning spaces and experiences of graduating during the pandemic in the context of family relations, socio-material home spaces, polymediated learning environments and the accessibility of outdoor spaces.
Ensuring future resilience beyond ICT and online teaching and learning of social studies in Ghanaian senior high schools: lessons from COVID-19 pandemic

AUTHOR(S)
John Zengulaaru; Ernest Nyamekye (et al.)

Published: July 2022   Journal: Social Education Research
The emergence of COVID-19 has posed unprecedented challenges to every sphere of social life, including education. To mitigate the educational challenges, students and teachers were urged to adjust to online teaching and learning. This spurred a slew of studies into ICT and online teaching and learning. However, studies had given little attention to resilient mechanisms beyond ICT and online teaching and learning, particularly, in Social Studies. This study, therefore, purported to elicit the challenges encountered by students and teachers in the teaching and learning of Social Studies during the COVID-19 school closures. It also sought to identify holistic resilient approaches to withstand future unforeseen contingencies. An explanatory sequential mixed method design was employed in this study. Overall, 300 form three students of senior high school and 15 Social Studies teachers participated in this study. Quantitative data were analyzed using SPSS Version 20. Thematic analysis was used to analyse the qualitative data.
Parents as partners in education during COVID-19-related school closures in England: challenges and opportunities identified by parents with Pakistani and Bangladeshi heritage

AUTHOR(S)
Aliya Khalid; Nidhi Singal

Published: July 2022   Journal: Journal of Family Studies
Educational disruptions during COVID-19 in periods of lockdown have redirected attention to homes and parents as key partners in schooling. Educational literature explores multidimensional disadvantages faced by communities in England. COVID-associated school closures changed the relationship between school and home. Parents and family played an important role to provide support for their children’s education. There is little reflection on the experiences of parenting during this time of uncertainty. The paper focuses on the parenting experiences of Bangladeshi and Pakistani families with GCSE years children (years 7-11) in supporting their children’s education during periods of abrupt school closures. Qualitative data were collected during the third national lockdown from 19-families in England using semi-structured narrative interviews.
Impact of school closure due to the coronavirus disease 2019 pandemic on body mass index in Japanese children: Retrospective longitudinal study

AUTHOR(S)
Yuka Nagashima; Mikako Inokuchi; Yosuke Yasui (et al.)

Published: July 2022   Journal: Journal of Paediatrics and Chils Health

During the coronavirus disease 2019 pandemic, the governments of many countries responded to high levels of infection with lockdowns. As a result, some children were reported to experience weight gain. The aim of the present study was to examine the impact of school closures on body mass index (BMI) in Japanese children. This was a retrospective study of students enrolled in the participating schools (6- to 11-year-old elementary school students and 12- to 14-year-old junior high school students) between 2015 and 2020. Using school health check-up data, annual changes in the BMI standard deviation score (ΔBMI-SDS) were calculated. We compared ΔBMI-SDS in 2019–2020 with the corresponding control years.

Children's lives in an era of school closures: exploring the implications of COVID-19 for child labour in Ghana

AUTHOR(S)
Abdul-Rahim Mohammed

Published: July 2022   Journal: Children & Society
On 11 March 2020, the World Health Organisation declared COVID-19 a global pandemic. Subsequently, governments worldwide implemented strict regimes of lockdowns and school closures to contain the transmission of the virus. Ghana's government on 15 March 2020 also announced a lockdown and closure of schools, lasting up till January 2021. Against this backdrop, the paper examined the implications of school closures on child labour in Ghana. Qualitative data for the study were collected between October 2020 to February 2021 in a small rural community in northern Ghana.
Children's experience of distance learning – the everyday life of first graders

AUTHOR(S)
Jolanta Bonar; Zuzanna Zbróg

Published: July 2022   Journal: Studies on the Theory of Education
The purpose of this paper is to present the everyday school life of younger pupils in pandemic times. The rationale behind the study (conducted from the child’s perspective) lies in the conviction that minors are active actors who understand and interpret the social reality around them and, therefore, are the most reliable source of information (for adults) on the meaning of everyday situations for them (Corsaro, 2005). The research material was collected through a focus group interview with first grade pupils from selected primary schools in Poland. This helped the authors understand children’s experience of distance learning. Analysis of the collected material reveals the many and diverse experiences children have regarding e-learning. The study makes it possible to identify the main categories impacting their daily school-related activities, the tangible environment that constitutes the physical space behind these activities, and the accompanying emotions.
Parents' approaches to their children's education and related issues during the COVID-19 pandemic in the Slovak and the Czech Republic

AUTHOR(S)
Gabriela Šarníková

Published: July 2022   Journal: Journal of Family Issues
This article presents the results of the qualitative research and the thematic discourse analysis of discussions of Facebook groups of parents of pupils in Slovakia and the Czech Republic. The aim was to identify how the parents perceived the issue of distance learning during the COVID-2 pandemic and how they approached the problems that they encountered. Parents step into the role of a teacher and of a pupil; they are participants and observers of the educational process and advisors and supporters of their children. They evaluate the educational process from the didactics and the instructive point of view but they lack competencies that belong to teachers. Insufficient digital literacy and lacking equipment in households regarding ICT represent a weak point. Problems linked to the loss of social contacts and isolation are growing in number. Families also struggle with economic and logistics problems.
Parents under stress: Evaluating emergency childcare policies during the first COVID-19 lockdown in Germany

AUTHOR(S)
Simone Schüller; Hannah S. Steinberg

Published: July 2022   Journal: Labour Economics
What are the effects of school and daycare facility closures during the COVID-19 pandemic on parental well-being and parenting behavior? Can emergency childcare policies during a pandemic mitigate increases in parental stress and negative parenting behavior? To answer these questions, this study leverages cross-state variation in emergency childcare eligibility rules during the first COVID-19 lockdown in Germany and draws on unique data from the 2019 and 2020 waves of the German AID:A family panel.
Parents' concerns and attitudes towards school reopening during COVID-19 pandemic: a cross-sectional survey-Tripoli, Libya, 2021

AUTHOR(S)
Mwada Jallul; Nada Elgriwb; Farag I Eltaib (et al.)

Published: July 2022   Journal: Libyan Journal of Medicine
The issue of school reopening has raised several concerns; therefore, the parent’s opinion is essential to consider. This study aimed to evaluate the parent’s attitudes and concerns toward school reopening in the COVID-19 era. A cross-sectional survey was performed using in-person self-administered questionnaires, the data was collected in the period between January and April 2021 covering parents’ concerns and attitudes toward school reopening. A total of 402 parents participated in the survey.
Parent–child conflict during homeschooling in times of the COVID-19 pandemic: a key role for mothers' self-efficacy in teaching

AUTHOR(S)
Peter F. de Jong; Bieke G. M. Schreurs; Marjolein Zee

Published: July 2022   Journal: Contemporary Educational Psychology
To contain the COVID-19 pandemic schools have been closed in many countries. Children stayed at home and were assisted by their parents with their schoolwork. Evidently, homeschooling puts extra demands on parents. This research presumed that parents’ sense of efficacy in teaching would play a key role in how they cope with this extra task of homeschooling. In particular, it hypothesized that parental characteristics (level of parental education and stress) and social contextual factors (household chaos and school support) would contribute to parents’ teaching self-efficacy and that, in turn, a lower efficacy would result in more parent–child conflict during home schooling. Participants were 173 mothers of children in kindergarten or early elementary schools, who provided information for one of their children about interpersonal conflicts around schoolwork before and during school closure.
The opportunities and challenges of learning online during the pandemic: Thai high school students' perspective

AUTHOR(S)
Pitchsinee Oimpitiwong

Published: July 2022

This paper investigates students' online learning experience during COVID-19, specifically aiming to identify points of improvement within the current distance-learning infrastructure in Thailand. The research consolidates students ’opinions toward online learning, their ease in adapting to the new learning environment, which depends not only on each student's learning style but also on their teachers as well as social and economic factors. Identifying the advantages and disadvantages of learning from home, the research presents students' needs and suggestions for improvement. As such, this work may guide future adjustments to online learning.

1 - 15 of 1096

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.