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Children and COVID-19 Research Library

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

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61 - 75 of 1565
Parents' competence, autonomy, and relatedness in supporting children with special educational needs in emergency remote teaching during COVID-19 lockdown

AUTHOR(S)
Kaisa Pihlainen; Serja Turunen; Anitta Melasalmi (et al.)

Published: December 2022   Journal: European Journal of Special Needs Education
Actions to mitigate the spread of the COVID-19 pandemic, such as emergency remote teaching (ERT), affected the lives of school children, their parents, and schooling in spring 2020. Rapid changes in routines due to lockdown and ERT were challenging, especially for many children with special needs (SEN). This article focuses on parents’ perspectives regarding their basic psychological needs, i.e. competence, autonomy, and relatedness, in relation to the schooling of their children with SEN. Questionnaire data consisted of the views of 120 parents who described 179 resources and 151 challenges concerning their basic psychological needs during ERT of their children. Data were analysed following the principles of theoretical categorising.
Visualizing mental health through the lens of Pittsburgh youth: a collaborative filmmaking study during COVID-19

AUTHOR(S)
Sara E. Baumann; Brayden N. Kameg; Jessica G. Burke (et al.)

Published: December 2022   Journal: Health Promotion Practice
Youth mental health has been significantly impacted by COVID-19, with concerns of rising anxiety-related and depressive symptoms and reduced quality of life. This study provides a nuanced understanding of mental health stressors and supports in the lives of youth during the pandemic. Using Collaborative Filmmaking, an embodied, visual, and participatory research method, participants in Pittsburgh, Pennsylvania, were trained to create, analyze, and screen films about mental health. The films elucidated numerous stressors impacting youth mental health, including educational stressors (e.g., academic pressure and relationships with teachers), personal and social stressors (e.g., social and cultural expectations), and current events (e.g., the election and the political system). Supports included individual level supports (e.g., hobbies, self-care, spending time outdoors), and interpersonal level supports (e.g., family and socializing). Several themes were discussed as both stressors and supports, such as family, COVID-19, and social media.
A critical review on integration of virtual labs to enhance access to stem education for girls during and post Covid-19

AUTHOR(S)
Amos Omamo; Sarah Wandili; Stephen Mutua (et al.)

Published: December 2022   Journal: African Journal of Science, Technology and Social Sciences,
Practical activities are extremely important in teaching sciences as they aid the students in comprehending scientific concepts through participatory learning. However, most Kenyan public schools lack well equipped laboratories. Additionally, the diminishing resources resulting from post-COVID effects offer no beam of hope. Disruption from COVID also poses critical challenges of handling physical devices in times of such pandemics. To address this, the Integration of Virtual Labs to Enhance STEM Education for Girls (IVLESTEG) project was conceptualized to enhance girl’s access to Science, Technology, Engineering and Mathematic (STEM) subjects in Kenyan secondary schools. The aim of this research study was to critically appraise the current technology models in relation  to girls’ access to STEM education with the overall objective of exploring the potential of e-learning in promoting participation of female students in STEM subjects in Kenya.
Screen exposure time and computer vision syndrome in school-age children during COVID-19 era: a cross-sectional study

AUTHOR(S)
Nandita Chaturvedi; Pooja Singh; Malobika Bhattacharya

Published: December 2022   Journal: Journal of Clinical Ophthalmology and Research
With the advent of COVID-19 era, teaching activities have migrated from offline to online platform. This study aimed to assess whether the increased exposure to visual display terminal (VDT) devices is affecting the health of school-age children with regard to computer vision syndrome (CVS). This cross-sectional study was carried out by means of an online questionnaire. Participants were students ranging from Class 1 to Class 12. Questions were posed to participants pertaining to screen exposure time, physical activity levels, dry eye symptoms, and asthenopia symptoms. The dry eye part was adapted from the 5 Item Dry Eye Questionnaire (DEQ5 questionnaire), and the asthenopia part was adapted from the questionnaire developed by Ames et al. A total of 554 students were included in the study. The data received were statistically analyzed.
Experiences of parents and teachers with virtual classrooms during the COVID-19 restrictions: a study focusing on inclusive education in Malaysia

AUTHOR(S)
Chu Yun Phua; Kah Heng Chua; Way Kiat Bong

Published: December 2022   Journal: Education Sciences
The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire.
Barriers and facilitators to comprehensive, school-based physical activity promotion for adolescents prior to and during the COVID-19 pandemic: a qualitative study

AUTHOR(S)
Ashleigh M. Johnson; Pooja S. Tandon; Kiana R. Hafferty (et al.)

Published: December 2022   Journal: Health Education Research
This study aimed to identify barriers and facilitators to comprehensive, school-based physical activity (PA) promotion among adolescents prior to and during the coronavirus disease of 2019 (COVID-19) pandemic, considering the perspectives of students, parents, and school staff. Data were collected from 2020 to 2021 using semi-structured individual interviews with students (n = 15), parents (n = 20), and school staff (n = 8) at a Title I middle school (i.e. high percentage of students from low-income families). Two theoretical frameworks guided analysis: the Comprehensive School Physical Activity Program framework and Bronfenbrenner’s ecological systems theory. Using an iteratively developed codebook, data were coded, thematically analyzed, and synthesized. PA barriers and facilitators were present throughout the school day, at home, and in the community. Key determinants included pandemic-induced challenges (e.g. COVID-19 exposure); neighborhood characteristics/weather (e.g. neighborhood safety); school–family communication/collaboration; implementation climate (i.e. school staff’s support for programming); time, spatial, and monetary resources (e.g. funding); staffing capacity/continuity and school champions; staffing creativity and adaptability; PA opportunities before, during, and after school; and child’s motivation/engagement.
Impact of distance learning in an online environment on physical performance in high school boys

AUTHOR(S)
Daniela Simeonova; Andrey Shalev

Published: December 2022   Journal: International Scientific Congress Applied Sports Sciences
One of the tasks of physical education in the different grades of the Bulgarian school is the purposeful development of motor skills and achieving an optimal level of physical activity for every age group. The COVID-19 pandemic forced a change in the way students are taught and the conduct of their physical education classes. In this regard, the aim of this research is to reveal the impact of one year of training in an online environment on the physical fitness of high school students. To achieve this goal, this research was conducted twice (at the beginning and end of the 2021/2022 school year) and tested 39 students (boys) from the “Peter Beron” high school for foreign language teaching - the city of Montana. It conducted the research through the national system for evaluating the physical fitness of students, which includes the tests of running 30 meters, long jump from a place with both feet, throwing a solid ball, running 200 meters shuttle run, and T-test. It applied a variation and comparative analysis to the data from the two tests.
Play and learn: children's agency through the COVID-19 pandemic in Mozambique

AUTHOR(S)
Marina Di Napoli Pastore; Francesca Salvi

Published: December 2022   Journal: Children & Society
Social distancing, one of the measures adopted in the context of the COVID-19 pandemic, profoundly impacted on the lives of children. The consequences were, however, not homogenous. By focusing on the daily practices of 41 Mozambican children aged 3–10, this study considers how differences in socioeconomic backgrounds led children to respond to the social restrictions in ways that made sense to them. Inspired by Abebe (2019), it identifies how the interruptions of daily routines enabled specific instances of agency on children's part.
Learning from home: widening rural-urban educational inequality and high school students' self-control in China during the COVID-19 pandemic and school closure

AUTHOR(S)
Gaoming Ma; Jiayu Zhang; Liu Hong

Published: December 2022   Journal: Youth & Society
Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures’ impact on young populations’ academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students’ academic achievements appeared to be negatively affected amid a school closure. More importantly, students’ self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures’ unequal impact on young populations.
Analysis of drawings on representations of COVID-19 among senior high school students: case of the Dakhla-Oued Eddahab region, Morocco

AUTHOR(S)
Lhoussaine Maskour; Bouchta El Batri; Sidi Mohamed Oubit (et al.)

Published: December 2022   Journal: Education Sciences
Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures.
Cite this research | Open access | Vol.: 12 | Issue: 12 | No. of pages: 21 | Language: English | Topics: Education, Health | Tags: child education, COVID-19 response, information, lockdown, secondary schools, social distance | Countries: Morocco
Preschoolers' parent and teacher/director perceptions of returning to early childcare education during the COVID-19 pandemic

AUTHOR(S)
Meg Bruening; Camila Nadalet; Nathan Ashok (et al.)

Published: December 2022   Journal: BMC Public Health

Early Care and Education (ECE) sites are critical hubs for social, emotional, and physical learning development of preschool children (ages 3–5). The COVID-19 pandemic has impacted ECE enrollment and participation; until June 2022, preschool children in the US were ineligible for COVID-19 vaccines. It is critical to identify perceptions of teachers/directors and parents to enhance safe return-to-school efforts. Focus groups (n = 7; 22 participants) were conducted with ECE teachers/directors throughout Arizona to examine perceptions of COVID-19 testing for families and staff at ECE sites, and current and possible COVID-19 mitigation strategies during Summer 2021. Preschool parents from underserved families in Phoenix (n = 41) completed a brief survey on their perceptions of benefits of ECE for themselves and their children, thoughts on COVID-19 mitigation strategies, and timing for safe return to school during Spring 2021. Focus groups were transcribed and analyzed for themes using constant comparison.

When Peppa Pig and Confucius meet, joining forces on the battlefield of health literacy–a qualitative analysis of COVID-19 educational materials for children and adolescents from China, the USA, and Europe

AUTHOR(S)
Maria Świątkiewicz-Mośny; Anna Prokop-Dorner; Magdalena Ślusarczyk (et al.)

Published: December 2022   Journal: Plos One
In times of pandemic, health literacy (HL) is very important, as it helps to find, understand, and use essential health information and services. According to WHO, HL is pivotal in fighting infodemic effectively, and education is a vital tool for developing it. The presented work analyzed 247 educational materials dedicated to children, adolescents, and their carers explaining the pandemic, prepared by the Chinese, American, German, Italian and Polish governments and international non-governmental organizations. Focusing on the textual and visual side of the documents, it investigated how the pandemic is explained and what discursive measures were used to inform young citizens about the risks and consequences of pandemic restrictions. Additionally, it verified whether the materials helped developing critical thinking, which is crucial to prevent spreading fake news and conspiracy theories. Although the analyzed materials were prepared in different cultural contexts, this research identified that all of them contained simple instructions on the desired behaviours during the pandemic. Key messages relating to the importance of hygienic behaviors were often supplemented with guidelines on how to successfully complete each action.
Children's engineering identity development within an at-home engineering program during COVID-19

AUTHOR(S)
Amber Simpson; Peter N. Knox

Published: December 2022   Journal: Journal of Pre-College Engineering Education Research
The culture of engineering and the culture of formal learning environments often make it difficult for individuals to develop an engineering identity. Conversely, recent research points to the home environment as an alternative setting to support disciplinespecific identity development of children, while less is known regarding the identity development of children as engineers. Therefore, the purpose of this study was to explore the development of children’s engineering identity through the co-creation of engineering concepts and engagement with engineering design thinking and processes with family members in home environments during the COVID-19 pandemic.
Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic

AUTHOR(S)
Joana Cruz; Maria Mackaaij; Helena Bilimória (et al.)

Published: December 2022   Journal: Written Language & Literacy
To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. The present study aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful activities. There were statistically significant differences in emergent skills, according to the frequency of family playful activities and family training and teaching activities.
COVID-19 School closures and children's social and emotional functioning: the protective influence of parent, sibling, and peer relationships

AUTHOR(S)
Aileen Hanley; Jennifer E. Symonds; Jacqueline Horana

Published: December 2022   Journal: Education 3-13
The current study explored how children’s social interactions during a six-month period of school closures impacted the development of their social and emotional functioning on return to school. A sample of 81 primary school children (age 8–12 years) in Ireland completed measurements of social and emotional functioning before and after the school closure period, and a measure of the types of social interactions they experienced with parents, siblings, and peers, during school closures. Playing outside with friends, playing with siblings, and spending quality time with parents, protected children from declines in social and emotional functioning. Theoretical and practical implications are discussed.
61 - 75 of 1565

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