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Children and COVID-19 Research Library

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

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631 - 645 of 956
Internet-related behaviors and psychological distress among schoolchildren during the COVID-19 school hiatus

Chao-Ying Chen; I-Hua Chen; Amir H. Pakpour (et al.)

Published: April 2021   Journal: Cyberpsychology, Behavior, and Social Networking
This study assessed the mediating roles of problematic gaming, problematic social media use, and problematic smartphone use in the associations between psychological distress and screen time use among primary school children during the school hiatus due to the outbreak of the novel coronavirus disease 2019 (COVID-19). Students (n = 2,026; mean [standard deviation] age = 10.71 years [1.07]; 1,011 [49.9 percent] girls) in Sichuan, China completed a cross-sectional online survey, and this study was approved by the ethics committee of the Hong Kong Polytechnic University (IRB ref: HSEARS20190718001). The Internet Gaming Disorder Scale-Short Form, Bergen Social Media Addiction Scale, and Smartphone Application-Based Addiction Scale were used to assess problematic gaming, social media use, and smartphone use.
Sink or swim: virtual life challenges among African American families during COVID-19 lockdown

Adaobi Anakwe; Wilson Majee; Kemba Noel-London (et al.)

Published: April 2021   Journal: International Journal of Environmental Research and Public Health
This study explores African American parents’ experiences with using technology to engage their children in meaningful activities (e.g., e-learning) during COVID-19 and its impact on family health. Eleven African American families were recruited through a local health department program from a rural Midwestern community to participate in semi-structured interviews. Majority of participants reported stresses from feelings of “sink or swim” in a digital world, without supports from schools to effectively provide for their children’s technology needs. The COVID-19 pandemic underscored the importance of family-school collaborative engagement and empowerment. Digital technology needs to become part of our school education system so that technology use among African Americans is elevated and families protected against future outbreaks.
COVID-19 and educational consequences for (vulnerable) children from the perspectives of educational psychologists

Thomas Szulevicz

Published: April 2021   Journal: Human Arenas
The COVID-19 represents an unprecedented global interruption of education that leaves us with an abundance of unanswered questions related to the consequences of the pandemic and of the lockdown and school closure for children. This article argues that we have seen two different approaches to the pandemic in relation to education and to understanding children and vulnerable children. The first approach emphasizes how pre-existing vulnerabilities have been worsened and exacerbated. From this perspective, the pandemic has exposed and amplified existing educational inequalities and made tacit structures of power and control more visible. The second approach acknowledges the consequences of the pandemic, but it also considers the current crisis as an opportunity to build back better. From this perspective, we are urged to use the pandemic as an opportunity to rethink education in more equitable ways. Based on qualitative interviews with educational psychologists (EPs), this article sheds light on these two different approaches and on some of the consequences of the COVID-19 pandemic regarding vulnerable children and educational inequalities from the perspectives of EPs.
COVID 19 response: an analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal

Arnab Kundu; Tripti Bej

Published: April 2021   Journal: Education and Information Technologies
The purpose of this exploratory study undertaken between June and August 2020 was to capture teachers’ perspectives to explore (a) what kind of pedagogies they have successfully implemented in the face of a pandemic; (b) what hurdles and successes did they encounter while implementing virtual teaching-learning; and (c) how virtual pedagogies can be improved. Data was collected using purposive sampling via 47 social media groups and pages, using internet survey as an instrument from 141 teachers, teaching kindergarten and elementary students, from different regions (continents) of the world.
Distance education in COVID-19 pandemic: an evaluation of parent’s, child’s and teacher’s competences

Tuğba Öçal; Medera Halmatov; Samet Ata

Published: April 2021   Journal: Education and Information Technologies
COVID-19 has caused profound changes in various dimensions of people’s lives. Education system is one of the areas affected most; and there have been profound changes mainly with regard to teachers, students and parents. The main purpose of this research is to analyse the effects of COVID-19 pandemic on ICT competences and experiences of classroom teachers and parents in various dimensions. Scales were developed to collect data for the research. The reliability of the scale was examined by calculating Cronbach Alpha coefficients; which were .690 and .793 for the Distance Education and Pandemic Scale; respectively. In the second study a total of 1345 people participated in the study, including 841 classroom teachers and 504 parents whose children attending primary schools. The findings of the second study revealed significant differences between teachers and parents. Based on the findings of the current study, following suggestions could be given; both parents and teachers should be informed and educated about ICT usage. Teachers should use digital applications like Web 2.0 tools which will direct them through interactive way of teaching.
Distance education during the COVID-19 pandemic in Turkey: identifying the needs of early childhood educators

Ümran Alan

Published: April 2021   Journal: Early Childhood Education Journal
This study aims to identify the needs of early childhood educators regarding distance education during the COVID-19 pandemic. This basic qualitative research was carried out with a study group of 24 early childhood educators, all of whom were determined via a maximum variation sampling method. The study data were gathered via interviews conducted with the participants and analyzed through an inductive approach. The study findings showed that early childhood educators need to improve their technological competencies, have more interactive resources at their disposal, be able to take advantage of a user-friendly educational platform specifically designed for the early childhood period, be provided with the resources to serve families, and have support for their psychological well-being. Considering the essential role of teachers, which the COVID-19 pandemic has called to mind, it is of vital importance to meet the abovementioned needs so as to improve the quality of distance education in early childhood.
Effects of COVID-19 confinement on the household routines of children in Portugal

André Pombo; Carlos Luz; Luis Paulo Rodrigues (et al.)

Published: April 2021   Journal: Journal of Child and Family Studies
The severe acute respiratory syndrome coronavirus 2 disease (COVID-19) was first identified in December 2019 in Wuhan, China, and was declared a pandemic by the World Health Organization on 11 March, 2020. Since then, physical distancing measures such as confinement have been adopted by different governments to control human to human transmission. This study aimed to determine how confinement affects children’s routines, more specifically their physical activity (PA) and sedentary time. An online survey was launched to assess how Portuguese children under 13 years of age adjusted their daily routines to confinement. Parents reported the time each child was engaged in different activities throughout the day, which was used to calculate overall sedentary time and overall physical activity time.
Missing early education and care during the pandemic: the socio-emotional impact of the COVID-19 crisis on young children

Suzanne M. Egan; Jennifer Pope; Mary Moloney (et al.)

Published: April 2021   Journal: Early Childhood Education Journal
Worldwide, millions of children have missed out on early childhood education and care (ECEC) due to the closure of their settings during the COVID-19 pandemic. However, little is known about the socio-emotional impact of these closures on young children. This paper draws upon a study of 506 parents of children aged 1–10 years in Ireland who completed the online Play and Learning in the Early Years (PLEY) Survey during lockdown in May and June 2020. Parents responded to a series of questions about their child’s play, learning and development during lockdown, and described the impact of the restrictions on their children’s lives.
Why flipping the classroom is not enough: digital curriculum making after the pandemic

Susanne Backes; Isabell Baumann; Dominic Harion (et al.)

Published: April 2021   Journal: Prospects
To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These measures ofer an opportunity to reexamine conventional teaching and learning arrangements, test new digital and analogue concepts, and provide essential inspiration for curriculum making in the twenty-frst century. This article addresses the historical development of schooling in the classroom as diferentiated from “homeschooling”. On one hand, the question of how school closures and digitally supported teaching settings may afect an increase in educational inequalities is investigated using an international comparison. On the other hand, the pedagogical and didactical implications of distance learning and a digital teaching culture, which constitute the foundation for digital curriculum making, are examined.
The impact of COVID-19 on the lives and mental health of Australian adolescents

Sophie H. Li; Joanne R. Beames; Jill M. Newby (et al.)

Published: April 2021   Journal: European Child & Adolescent Psychiatry
There has been signifcant disruption to the lives and mental health of adolescents during the COVID-19 pandemic. The purpose of this study was to assess the psychological and lifestyle impact of the pandemic on Australian adolescents, using an online survey, administered during the outbreak. Self-report surveys were administered online to a sample of 760 Australian adolescents aged 12–18 years assessing impact on a range of domains including behaviour, education, relationships, lifestyle factors (exercise, technology use, and sleep), and mental health outcomes (psychological distress, loneliness, health anxiety and well-being).
How did the mental health symptoms of children and adolescents change over early lockdown during the COVID‐19 pandemic in the UK?

Polly Waite; Samantha Pearcey; Adrienne Shum (et al.)

Published: April 2021   Journal: JCPP Avances
The COVID‐19 pandemic has caused extensive disruption to the lives of children and young people. Understanding the psychological effects on children and young people, in the context of known risk factors is crucial to mitigate the effects of the pandemic. This study set out to explore how mental health symptoms in children and adolescents changed over a month of full lockdown in the United Kingdom in response to the pandemic.
Child maltreatment reports and Child Protection Service responses during COVID-19: Knowledge exchange among Australia, Brazil, Canada, Colombia, Germany, Israel, and South Africa

Ilan Katz; Carmit Katz; Sabine Andresen (et al.)

Published: April 2021   Journal: Child Abuse & Neglect

COVID-19 has become a worldwide pandemic impacting child protection services (CPSs) in many countries. With quarantine and social distancing restrictions, school closures, and recreational venues suspended or providing reduced access, the social safety net for violence prevention has been disrupted significantly. Impacts include the concerns of underreporting and increased risk of child abuse and neglect, as well as challenges in operating CPSs and keeping their workforce safe. The current discussion paper explored the impact of COVID-19 on child maltreatment reports and CPS responses by comparing countries using available population data.

Keeping girls in the picture during and after the COVID-19 crisis: the latest facts on gender equality in education
Institution: UNESCO - Global Education Monitoring Report Team
Published: April 2021

The COVID-19 pandemic has caused the largest disruption of education in history. Throughout 2020 most governments around the world temporarily closed schools and other learning spaces in an attempt to contain the spread of the virus. At the peak of the pandemic in April 2020, schooling was disrupted for over 1.5 billion learners in more than 190 countries. This unprecedented disruption to education has the potential to roll back substantial gains made on girls’ education inrecent decades, with broader immediate and longer-term effects on the achievement of the Sustainable Development Goals, including those related to poverty reduction, health and well-being, inclusive quality education and gender equality.

Media use among kindergarteners from low-income households during the COVID-19 shutdown

Rebecca A. Dore; Kelly Purtell; Laura M. Justice

Published: April 2021   Journal: Journal of Developmental & Behavioral Pediatrics

This study examines the media use of children from low-income homes during school closings during the COVID-19 pandemic. Caregivers of 151 kindergarteners from low-income homes completed questionnaires as part of a larger study. Caregivers reported how much time children spent watching television/videos and using apps on the most recent weekday and weekend days. Caregivers also reported how their child's current use of media for several different purposes compared with how much the child usually uses media for that purpose.

School closures reduced social mixing of children during COVID-19 with implications for transmission risk and school reopening policies

Jennifer R. Head; Kristin L. Andrejko; Qu Cheng (et al.)

Published: April 2021   Journal: Journal of the Royal Society Interface
School closures may reduce the size of social networks among children, potentially limiting infectious disease transmission. To estimate the impact of K–12 closures and reopening policies on children's social interactions and COVID-19 incidence in California's Bay Area, this study collected data on children's social contacts and assessed implications for transmission using an individual-based model.
631 - 645 of 956

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

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.