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Children and COVID-19 Research Library

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

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526 - 540 of 1565
Reopening with Resilience: lessons from remote learning during COVID-19 – Eastern and Southern Africa

AUTHOR(S)
Rafael Pontuschka; Sophia Kan; Thomas Dreesen

Institution: *UNICEF
Published: March 2022
The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems
Child well-being in early childhood education and care during COVID-19: child sensitivity in small, fixed groups

AUTHOR(S)
Anette Boye Koch

Published: March 2022   Journal: Children & Society
The article explores child well-being in Danish early childhood education and care (ECEC) during the time of COVID-19. A phased reopening of Denmark occurred in spring 2020 under strict health guidelines. Two ECEC institutions were followed first-hand to observe the impact of the pandemic on pedagogy and child well-being. Observations and interviews were conducted with follow-up interviews and an online survey a year later. The findings suggest that the pandemic caused pedagogues to work in a more child-sensitive way with elevated staff/child ratios and children in small, fixed groups; however, child well-being was not negatively affected, despite the acute situation.
Mothers as teachers to their children: lessons learned during the COVID-19 pandemic

AUTHOR(S)
Audrey Addi-Raccah; Noa Seeberger Tamir

Published: March 2022   Journal: Journal of Family Studies
The study examined Israeli mothers’ engagement in their children’s distance learning during COVID-19 crisis. A thematic analysis of interviews with 20 mothers from high and low socioeconomic background yielded three core categories: (a) mothers’ responses to the situation of school closures that addressed to organizing, supervising and less learning pressure by keeping boundaries between school and home activities; (b) challanged and concerens that refed to workload, instructional difficulty and the quality of teachers’ work; (c) mothers’ resources for engaging in their children's learning that comprised social capital and human capital including digital skills. Socioeconomic differences were found in regard to these three core categories that sustain inequality. However, mothers from low socioeconomic background reported being actively engaged and critical toward teachers.
Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan

AUTHOR(S)
Anas Hajar; Syed Abdul Manan

Published: March 2022   Journal: Innovation in Language Learning and Teaching
This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills.
Riesgo y resiliencia: exploring the role of parenting stress and self-efficacy on young Latino children’s well-being and home learning experiences during COVID-19

AUTHOR(S)
Katherine A. Zambrana; Katie C. Hart

Published: March 2022   Journal: Journal of Latinos and Education
The current study explored the associations between parenting stress and p\arental self-efficacy on children’s social-emotional functioning and home learning practices among Latino families. Families were recruited as part of a pilot study of a parent-focused school readiness intervention that was conducted via telehealth during the COVID-19 pandemic. The sample was comprised of children (Mage = 3.02 years; 64% male) enrolled in Early Head Start, and their parents (97% biological mothers). At baseline, parents reported on family demography, parenting stress, involvement in home learning activities (i.e., literacy and math), their self-efficacy in managing a range of situations related to raising young children, and children’s social-emotional functioning.
Assessing children’s drawings in response to COVID-19

AUTHOR(S)
Taraneh Matloob Haghanikar; S. Rebecca Leigh

Published: March 2022   Journal: Journal of Research in Childhood Education
The unprecedented onset and extensive spread of COVID‐19 has affected the lives of citizens around the globe. Children, in particular, have been thrust into modified and new learning environments. Although the global lockdown has confined so many, it also has connected people from different but shared experiences. One program that supported such connections is the International Youth Library’s (IYL) effort to invite children to visually respond to this challenging time in their themed call titled: “I-solation. Kids, paint yourself.” Young children from around the world, representing 42 countries, responded to this call with over 800 submissions. The purpose of this article is to share our exploration of how children used art elements and principles of design in their self-portraiture drawings to express their ideas and feelings during the COVID-19 pandemic. This exploration offers relevant curricular implications for teachers seeking to expand their literacy practices by inviting children to visually respond to how they are dealing with global and natural disasters, including difficult situations in their daily lives, that affect one’s sense of self, the home, and community.
Navigating play in a pandemic: examining children’s outdoor neighborhood play experiences

AUTHOR(S)
Cassie J. Brownell

Published: March 2022   Journal: International Journal of Play
Much research about children's play as a tool for navigating social worlds and difficult circumstances describes individuals or small groups of children playing synchronously, frequently in school or lab settings. Fewer studies consider the possibilities of asynchronous outdoor play, the topic of this paper. Drawing from a series of photographs generated in the first months of the COVID-19 pandemic, the author describes children's outdoor play in a Canadian urban neighborhood. Adapting elements of narrative inquiry, she highlights how elements of play lingered on the sidewalk for others not just to see but also to play with. Specifically, she outlines instances of play that occurred with what she terms an ‘anonymous other.’ The author theorizes how‐amidst COVID-19 and sustained social/physical distancing‐play shifted in unexpected ways. Ultimately, she forwards new understandings about the intersection of play with materials, environments, and persons for consideration by scholars, caretakers, urban planners, and policymakers.
Distance learning challenges and prospects during Covid-19 in the context of adolescent education

AUTHOR(S)
Svetlana Rzanova; Alena Vobolevich; Svetlana Dmitrichenkova (et al.)

Published: March 2022   Journal: Social Work in Mental Health
The purpose of the study is to identify the challenges and prospects of distance education for adolescents during the COVID-19 pandemic. The main research method was the survey. Teenagers, parents and teachers were interviewed (330 people). One of the leaders of the study was a representative of the Technical Institute of NEFU in Neryungri. The results of the study made it possible to identify and analyze the main inconveniences of distance learning that young people suffered from. The following difficulties were identified: different teaching approaches (48.2%), lack of technical devices (7.6%), an increase in the number of homework assignments (86%).
Play in the time of pandemic: children’s agency and lost learning

AUTHOR(S)
Sue Rogers

Published: March 2022   Journal: Education 3-13
Children, their families and teachers are working and playing in the context of ongoing challenges presented by the COVID-19 pandemic. During successive lockdowns, restrictions on domestic spaces to play, social distancing and homeschooling have impacted in diverse ways on children’s access to play. Additionally, the ways in which the pandemic has both exacerbated and uncovered inequality has led to the concept of ‘lost learning’. While it is important to understand how children have been affected by school and closures, little attention has been paid by policymakers to children’s lost opportunities for play. The article reviews the literature to date. It argues for a renewed appreciation of the importance of children’s agency and play, which it is argued could also play a significant positive role in our journey back from the effects of the pandemic.
Parents’ perspectives about special education needs during COVID-19: differences between Spanish and English-Speaking parents

AUTHOR(S)
Laura A. Alba; Jessica Mercado Anazagasty; Anacary Ramirez (et al.)

Published: March 2022   Journal: Journal of Latinos and Education
The purpose of this study was to explore parents’ perspectives about the special education process during the COVID-19 pandemic. The sample consisted of Spanish-speaking and English-speaking parents (N = 102) of children receiving special education services. Results indicated that language (English or Spanish), but not household income or parental education, was significantly associated with whether or not a child was receiving special education services during COVID-19, such that English-speaking parents were more likely to report that their child was receiving services relative to Spanish-speaking parents.
Parental factors that confer risk and resilience for remote learning outcomes during the COVID-19 pandemic among children with and without attention-deficit/hyperactivity disorder

AUTHOR(S)
Melanie R. Silverman; Jill Stadterman; Danny Lorenzi (et al.)

Published: March 2022   Journal: Journal of attention disorders

This study aims to test whether parental factors including internalizing symptoms, parenting style, and confidence in assisting with remote learning conferred risk/resilience for children with/without ADHD's learning and emotional outcomes during the COVID-19 pandemic. 291 parents of children (ages 6-13; n = 180 males) with (n = 148) and without ADHD completed questionnaires online (April-July 2020).

Reusable sanitary napkins in rural India: a remote quality improvement project for adolescent girls promoting menstrual hygiene health during the COVID-19 pandemic

AUTHOR(S)
Samantha Ciardi Sassone; Susan Silva; Jed Metzger (et al.)

Published: March 2022   Journal: Global Health Promotion
Medical and public health research supports an ongoing need for health promotion in meeting menstrual hygiene needs, including menstrual hygiene management (MHM) education and the adoption of reusable sanitary napkins. This quality improvement project focuses on menstruation education for adolescent girls in rural Tamil Nadu, India and the promotion of reusable sanitary napkins. Results indicate a significant improvement in MHM knowledge, confidence in managing menstruation, adoption of reusable sanitary napkins, and a decrease in missed school days. These findings support global recommendations for health promotion in India.
Risks of digital screen time and recommendations for mitigating adverse outcomes in children and adolescents

AUTHOR(S)
Shahina Pardhan; John Parkin; Mike Trott (et al.)

Published: March 2022   Journal: Journal of School Health

The COVID-19 pandemic caused an unprecedented move to emergency remote learning around the world, leading to increased digital screen time for children and adolescents. This review highlights the potential risk of increased screen time to the eye and general health and makes recommendations to mitigate the risks posed. A narrative review of evidence of increased digital time during the COVID-19 pandemic, the risks linked to increased screen time and offer possible steps to mitigate these in students.

Primary school reopenings and parental work

AUTHOR(S)
Pierre-Loup Beauregard; Marie Connolly; Catherine Haeck (et al.)

Published: March 2022   Journal: Canadian Journal of Economics
This paper exploits the geographical pattern of primary school reopenings during the COVID-19 pandemic in Canada to estimate the impact of school reopenings on parental employment and work hours. It uses a triple-difference approach, in which it first compares parents of primary-school children in regions where schools reopened to similar parents in regions where schools remained closed and add parents of older, secondary-school children as an additional control group. This study estimates the impact of school reopenings separately for mothers and fathers, and for single parents and parents living in dual-parent households.
When a school is more than just a school: Improving school-based health in the wake of COVID-19

AUTHOR(S)
Simon F. Haeder; Emily Maxfield; Kara Ulmen (et al.)

Published: March 2022   Journal: World Medical & Health Policy
The ongoing COVID-19 pandemic has posed tremendous challenges for economies and individuals around the world. At the same time, it has also laid bare the blatant and growing inequities that many individuals, particularly children, are confronted with on a daily basis. With communities in lockdowns and schools going virtual in many parts of the United States, the important role that schools and school-based services play in the lives of many children have gained new attention. Nonetheless, only 3% of American schools have school-based health centers on campus, and they remain relegated to the fringes of both health care and education. One key limitation has been the lack of appropriately trained health-care professionals. Over the past 2 years, dozens of individuals have been interviewed about their experiences in school-based health centers. Based on this study, this study explores what it means for a health-care professional to work in school-based health care and how it differs from more traditional health-care settings. This analysis particularly focuses on training and education, work environments, and their unique demands that come from being embedded within the educational setting. It concludes by addressing the important role that governmental policies could play in augmenting this crucial workforce.
526 - 540 of 1565

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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Check our quarterly thematic digests on children and COVID-19

Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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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.