Young children's online learning during COVID-19 pandemic: Chinese parents' beliefs and attitudes

Knowledge, attitude and practice among parents of children and teenagers towards myopia prevention and control during the COVID-19 epidemic

OBJECTIVES

This cross-sectional study aimed to assess parents' knowledge, attitude and practice (KAP) towards myopia amidst increased children's online course participation during the COVID-19 pandemic, potentially impacting visual health.

DESIGN

The study adopted a cross-sectional design to analyse parent KAP regarding myopia.

SETTING AND PARTICIPANTS

Conducted from 19 August 2022 to 19 October 2022, in the Jinan High-tech District, the study included 3261 participants, comprising 800 males (24.5%).

INTERVENTIONS

A self-administered questionnaire assessed KAP, with a good KAP defined as a score >75% of the total.

PRIMARY AND SECONDARY OUTCOME MEASURES

The KAP scores were the primary outcome measures. The factors associated with a practice score >75% were also investigated.

RESULTS

Parents had mean KAP scores of 10.2±2.4 (10.2/14=72.9%), 41.8±4.9 (41.8/50=83.6%) and 54.3±7.1 (54.3/65=83.5%), respectively. The knowledge scores (OR 1.11, 95% CI 1.06 to 1.16, p<0.001), attitude scores (OR 1.15, 95% CI 1.12 to 1.17, p<0.001), daily outdoor activities time (30-60 min: OR 1.46, 95% CI 1.16 to 1.84, p=0.001; 1-2 hours: OR 1.92, 95% CI 1.48 to 2.49, p<0.001; >2 hours: OR 1.91, 95% CI 1.34 to 2.74, p<0.001, respectively), and parents whose children did not have myopia progression during the online class (OR 1.43, 95% CI 1.05 to 1.96, p=0.024) were independently associated with a practice score >75%, while a child in fourth grade of primary school (OR 0.76, 95% CI 0.58 to 0.99, p=0.042), unaware of child's myopia (OR 0.52, 95% CI 0.43 to 0.64, p=0.002) and daily electronics usage time >2 hours (OR 0.53, 95% CI 0.43 to 0.64, p<0.001) were independently associated with practice scores ≤75%.

CONCLUSIONS

The study found that parents showed suboptimal knowledge, positive attitude and proactive practice concerning myopia prevention during the pandemic. Areas requiring improvement include better education for parents of grade 4 students, increased awareness for parents unaware of their child's myopia status and addressing excessive electronic device use among children.

Online assessment in young children: Challenges and considerations

In the years following the COVID-19 pandemic, online assessment has emerged as an increasingly popular method for testing children. This review aims to review key advantages and disadvantages of online assessment in young children, specifically in the area of literacy and mathematics assessment. We first consider the recent history of online assessment and give evidence from our own experiences with online assessments in both Cebu, Philippines and Hong Kong. We then discuss the benefits of conducting assessments online. One of the key strengths of online assessments is the efficient use of resources, such as ease of staff training, increased participation and decreased costs for both participants and researchers. Difficulties related to testing environment, parental interference and exclusion of certain populations are also highlighted as focal challenges that must be considered when designing and implementing online assessment. The reliability and validity of online assessments are then specifically discussed in relation to the question of how to best ensure that online measures function as intended, stressing the importance of establishing separate norms for the various administration modes. Notably, online assessments delivered via phone screen must have separate norms than those delivered on a computer screen, as device differences may account for differences in performance. Finally, we present broader considerations for designing online assessments with young children. This includes practical tips for pilot testing, user interface design, data confidentiality and automatic scoring, both to enhance the efficiency of future online assessments and increase participation. Specifically, online assessments for children must account for their developing attentional abilities, meaning assessments should be brief, engaging and contain clear task instructions. The implementation of these considerations will support the development of more reliable, valid and inclusive assessments which will allow researchers and practitioners to support equitable and feasible online testing moving forward.

Adherence to the Singapore Integrated 24 h Activity Guidelines for Pre-Primary School Children Before, During and After the COVID-19 Lockdown in Singapore

The COVID-19 pandemic has significantly disrupted the lives of pre-primary school children in Singapore where increased infection rates prompted lockdown measures that altered children's daily routines. This study aimed to evaluate the impact of the pandemic on the lifestyle behaviours and health quality of 3134 children aged 5 to 6 years across three periods: pre-COVID, COVID-19 lockdown, and COVID-19 endemicity. Data were collected using the Surveillance of Digital Media Habits in Early Childhood Questionnaire (SMALLQ®) to measure on- and off-screen media habits of children and the Pediatric Quality of Life Inventory (PaedQL) to assess children's health quality. Adherence to physical activity (PA) guidelines dropped from 32.7% pre-COVID to 27.4% during lockdown but improved to 34.4% in endemicity (p < 0.05). Sleep (SL) adherence followed a similar pattern, decreasing from 33.4% to 27.9% before rising to 40.6% (p < 0.05). Screen time (ST) adherence significantly declined during lockdown (16.7% to 10.8%, p < 0.001). Weak positive correlations with all PaedQL metrics were observed across periods, except during endemicity (p < 0.05). Concerted efforts involving key stakeholders must be made to mitigate the negative effects of the pandemic on children's lifestyle behaviours and QoL, ensuring they are better prepared for the transition to primary school.

Parental awareness on myopia prevention and control among 350 children

AIM

To understand the current situation of parental perspectives, knowledge, and practices concerning myopia prevention and control for both pre- and school-aged children.

METHODS

This study was a cross-sectional survey that involved children aged 0 to 15y and their parents. Participants were required to respond to an online questionnaire by scanning a quick response (QR) code. The questionnaire consisted of 25 tick-box questions and was open to response from December 22, 2022, to January 5, 2023. The dioptric traits of the children, the visual status and educational background of the parents, the parental perspectives towards myopia and its risks, and the parents' knowledge and practices related to myopia prevention and control were recorded and measured. The Chi-square test and binomial logistic regression were used for statistics.

RESULTS

Totally 350 parents responded to the questionnaire. The prevalence and severity of myopia among the surveyed children exhibited a positive correlation with advancing age (P<0.001 and P=0.004, respectively). Nearly half of parents with myopic children considered myopia did not pose any health threat and could be effectively corrected (P<0.001). Parents who held master's or doctoral degree demonstrated a better understanding of children's vision standards for each age group (P=0.001), and 31.63% of them could undergo initial vision screening for their children during the age of 0 to 3y while parents with bachelor's degree (34.04%) and below (32.43%) mainly initiated the vision examination for their children at the age of 4 to 6y (P=0.05). Parents with master's or doctoral degree also exhibited more rational practices concerning outdoor time (P=0.048) and sleep time (P=0.044). No other significant discrepancy among the different educational groups in additional conceptions of myopia, such as hyperopia reserve, axis length, and corneal curvature alterations. Most parents preferred to employ conventional interventions, such as enhancing indoor lighting condition (80.00%) and ensuring appropriate reading posture and distance (71.71%).

CONCLUSION

The current status of parental knowledge and practices about myopia prevention and control remains outdated and deficient. The administrative department should implement efficacious and adaptable measures to enhance parental awareness and foster their commitment towards myopia prevention and control.

Long-Term Mandatory Homeschooling during COVID-19 Had Compounding Mental Health Effects on Parents and Children

BACKGROUND/OBJECTIVES

Most studies have linked mandatory homeschooling during COVID-19 to mental health harm in parents and children, while a minority have found non-significant or beneficial effects. Past studies have not measured mandatory homeschooling continuously over an extended period; consequently, they could not capture compounding mental health effects, which may explain conflicting results. We asked whether children's cumulative time spent homeschooled during COVID-19 school closure mandates caused compounding harm for parent and child mental health, and whether parent employment, child internet access and educational support from schools (live and pre-recorded online classes, home learning packs) impacted this relationship. We aimed to identify the families at greatest risk of mental health harm during mandatory homeschooling and the educational support that may have mitigated this risk.

METHODS

Couples completed retrospective, cross-sectional survey questionnaires assessing parent depression, anxiety and stress, child internalizing and externalizing symptoms, and the family's homeschooling experience. Data were analyzed using mediation analysis total effects, ordinary least squares regression and simple slopes analysis.

RESULTS

Both parents and children experienced compounding mental health harm during mandatory homeschooling. Live online classes protected parents and children, while home learning packs protected children. Unexpectedly, reliable internet access and the employment of both parents placed children at greater risk.

CONCLUSIONS

Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support.

Ineffective Learning Behaviors and Their Psychological Mechanisms among Adolescents in Online Learning: A Narrative Review

During the COVID-19 pandemic, many countries and regions experienced a surge in online learning, but the public complained about and questioned its effectiveness. One of the most important reasons for this was the inadequate metacognitive abilities of adolescents. Studies in learning sciences have identified various inefficient learning behaviors among students in online learning, including help abuse, help avoidance, and wheel spinning; all closely related to metacognition. Despite concerns about ecological validity, researchers in psychology have proposed the agenda-based regulation framework, the COPES model, and MAPS model, which may help explain the inefficient learning behaviors among adolescents in online learning. Future studies should aim to verify these theoretical frameworks within the context of online learning and elucidate the causes of inefficient learning behaviors; the design and optimization of online learning systems should be informed by theories in cognitive psychology.

Parent perceptions of social well-being in children with special educational needs during COVID-19: A mixed-methods analysis

BACKGROUND

Children's educational experiences worldwide have been significantly impacted as a result of global school closures during the COVID-19 pandemic of Spring 2020. A growing number of studies aim to analyse impacts of these changes on social well-being, with limited studies placing an emphasis on the experiences of students with special educational needs (SENs). This article focusses on parent perspectives regarding impacts of school closures on social well-being in Canadian children with SEN.

METHODS

This study uses a mixed-methods approach, drawing from both qualitative and quantitative survey data from Spring/Summer 2020. Participants (n = 263) were eligible for participation if they were a parent/guardian of a child or adolescent with an SEN. We first conducted a descriptive analysis of the key variables, namely, social well-being, grade level of the child, internet and device availability, and the presence of other school-aged children in the home (single child vs. multiple children). Next, we explored the relationship between these using a bivariate correlation. Finally, open-ended responses were analysed using an inductive approach to qualitative thematic analysis.

RESULTS

The majority of parents expressed concern for their child's social well-being during the Spring 2020 school closures, with increased concerns for younger children. According to parents, children experienced communication barriers to peer interaction and many experienced emotional difficulties as a result. Technology was described as critical for some in maintaining social connections. Parents raised concerns about the impact of limited peer interaction on broader social skill development, in the short and long term. A small number of participants noted feelings of relief and reduced anxiety among their children with SEN.

CONCLUSIONS

Findings highlight parent views of the negative impact of the pandemic on social well-being and the critical role in-person schooling plays in supporting peer relationships for children with SEN.

Indonesian COVID-19 lesson: A mixed-methods study on adolescent health status and health services during pandemic

TOPIC

The COVID-19 pandemic affected adolescents' physical and psychological health. There must be specific services to cater to the needs of adolescents during COVID-19 in Indonesia. Lessons learned from previous pandemics will be beneficial for nurses and other health professionals to prepare services for future pandemics.

PURPOSE

This mixed-method study aimed to examine 459 Indonesian adolescents' health, literacy, preventive measures, and preferred health services during the COVID-19 pandemic. This study also examines sociodemographics, respondent characteristics, health information sources, and media choices.

RESULTS

A total of 47.5% of adolescents knew about COVID-19, 26.8% experienced physical health changes, and 61.7% considered wearing masks. Adolescent health information came from teachers (26.6%) and the Internet (32.9%). Psychological changes showed 67.8% irritation. Indonesians preferred online counseling (53.8%) and WhatsApp (45.8%) for pandemic health services. COVID-19 literacy did not affect physical or mental health (p > 0.05).

CONCLUSIONS

Most adolescents reported mental and physical health changes during COVID-19. Our data suggest that adolescents' strong COVID-19 knowledge did not prevent anxiety and other psychological difficulties. The longitudinal studies could be utilized if pandemic demands social and physical distance. The government, as well as nurses, might utilize WhatsApp-based remote online treatment for health services.

The perceived challenges to online learning during the COVID-19 pandemic: A nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar

This study aimed to explore self-reported challenges Arab and other parents encountered during the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers investigated the likely effect of demographic and contextual factors on the perceived challenges reported by parents. To achieve the study's objectives, the researchers utilized a mixed-method design involving a random sample of students' parents (Arab and other parents) in public and private schools in Qatar. The study's sample consisted of 2781 parents who responded to the online survey and 25 parents who participated in online semi-structured interview. The results derived from this study identified several challenges like lack of social interaction with schoolteachers, lack of motivation among children to participate in online classes and complete their homework, and dealing with the technical problems encountered during the online learning experience. The results further disclosed differences between Arab and other parents regarding the technologies and devices used during online teaching and learning. Finally, the results revealed differences between schools that do not organize additional activities in the curriculum compared to those that organize such activities. The study recommends home-school communication in order to empower parents and train them on how to manage effective learning at home and deal with children's learning behaviors. The study proposes developing parents' technical skills for online earning and the provision of material support for parents. Finally, it is important to raise a flag calling for revisiting the current curriculum to enrich children's schooling experiences and strengthen the bonds with their schools.

Unveiling the magic of mega-city block environments: investigating the intriguing mechanisms shaping children's spontaneous play preferences

Introduction

This study delves into the spatial preferences of children for play spaces within high-density urban block environments, specifically targeting the area of Baihua Second Road in Shenzhen, China.

Methods

Recognizing the critical role of play in children's development, and the unique challenges posed by dense urban settings, this research employs multiclass logistic regression models and negative binomial regression models to construct a detailed mathematical analysis of neighborhood spatial elements and children's play space preferences. Data was meticulously gathered through both objective observations of 14 different types of spaces within the block, and subjective assessments via children's responses to a series of environment photos, capturing the essence of over 3,000 child participants' interactions and choices.

Results

Key findings reveal a pronounced preference among children for soft facility features and visually appealing spatial experiences, suggesting a nuanced understanding of play space needs beyond traditional playground designs. Notably, the study identifies that while cartoon-style designs in play facilities might increase moderate attractiveness, ordinary designs hold broader appeal, indicating a preference for diversity in play space aesthetics. These insights offer profound implications for urban planners and designers, advocating for a child-centered approach in the creation of urban play environments that prioritize aesthetic diversity, and the integration of natural elements.

Conclusion

Moreover, the study situates Baihua Second Road as a paradigmatic case, illustrating the methodology and analytical framework applied in addressing the complex interplay between children's play preferences and urban spatial configurations. By incorporating a comprehensive data-driven analysis, this research contributes significantly to the discourse on child-friendly urban design, offering valuable strategies for cultivating inclusive and engaging urban play spaces for children amidst the constraints of high-density city living.

A Proposal of Utilizing Six Types of Involvement Model to Guide Kindergarten to 12th Grade School Parental Communication and Support During a Pandemic

Background

Effective communication between schools and parents Is crucial for fostering understanding, trust, and collaboration to enhance educational outcomes and student well-being, especially during crises such as the COVID-19 pandemic. Moreover, the current level of communication between schools and families is frequently insufficient, exacerbating the difficulties in parental engagement, comprehension, and certain policy implementation. This deficiency becomes even more pronounced during crises due to the added stressors. This study aims to highlight the challenges of parental engagement and communication during the pandemic and propose a viable solution for school districts and schools to enhance trust, understanding, and collaboration in schools to prepare for future crises.

Method

The study employs a mixed-methods approach, Including a scoping review of literature and policies on school communication during the pandemic, a survey study conducted among the Connecticut Independent Schools, and the Integration of results from both sources. The scoping review provides key themes and frameworks, while the survey collects quantitative and qualitative data to identify challenges and concerns. The proposed solution utilizes Epstein's Six Types of Involvement Framework for school districts and schools to guide effective communication and collaboration between schools and parents.

Results

The scoping review and survey findings reveal several key Issues, Including hesitant parental perception of disease control strategies, the burden on parents in supporting online learning, the lack of resources and guidance for online learning, and the absence of central communication guidelines. The proposed solution, Epstein's Six Types of Involvement Framework, addresses these challenges by emphasizing parenting, communication, volunteering, learning at home, decision-making, and community collaboration.

Conclusion

The study highlights the importance of effective communication between schools and parents during crises and proposes Epstein's Six Types of Involvement Framework as a comprehensive solution. By implementing this framework, schools can foster understanding, trust, and collaboration, leading to better educational outcomes for students. The findings have implications for school administrators, policymakers, and educators seeking to improve communication during crises and can facilitate more effective communication and parental engagement beyond health crises. Further research Is needed to evaluate the effectiveness and impact of implementing the framework in real-world crises. Moreover, healthcare professionals like pediatricians, psychologists, and school nurses are crucial in disease control in schools. The study proposes using Epstein's framework to Involve them directly, enhancing collaboration and trust, and empowering them to lead efforts in safeguarding students and staff health.

Assessment of the Mental, Social, and Educational Impact of the COVID-19 Quarantine and Predictors: A Survey-Based- Study from Saudi Parents

Background

Quarantine has had a powerful effect on parents and children in Saudi Arabia in different aspects, namely, educational, mental, and social. Therefore, this study aimed to assess the mental, social, and educational impact of the COVID-19 Quarantine and its predictors among Saudi parents.

Methods

A cross-sectional study was carried out over 6 months in 2020 using structured questionnaires with 42 items, detailing pre-quarantine assistance with childcare, followed by mental, educational, and social challenges answered using a 5-point Likert scale and the factors affecting their children's learning at home during the COVID-19 quarantine. The data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 27.

Results

A response rate of 79.5% (n=831) was obtained. Mental challenges were experienced the most, and 68.1% of the parents worried about their children being infected with COVID-19. This was followed by the educational challenges related to their children's online learning, with 61.2% of the parents attributing it to their children's low motivation towards online learning. The mean score for the education domain was 31.14(±7.02). Similarly, the mean score for the mental impact and social impact was 33.13(±7.82) and 12.81(±2.98). The results of the multiple linear regression analysis revealed participants' gender was found significantly associated with the mean score of the educational domain (p = 0.010).

Conclusion

Social challenges were experienced the least, and parents confirmed that quarantine had helped them strengthen their family relations. Most participants agreed that they had fun spending time with both their partners and children. It is recommended to implement online remote activities and services that assist students and professionals in addressing pandemic concerns, such as virtual group exercise, virtual movie nights, and virtual office hours.

Impact of the COVID-19 Pandemic on Early Intervention Services Use Among Children with Developmental Disabilities

Early Intervention (EI) is a federally-funded program that provides therapies for children with developmental delays. Due to the COVID-19 pandemic and lockdown restrictions in Philadelphia in 2020, these services made a rapid change to virtual service delivery. We sought to explore the experiences of families in accessing online therapy. We recruited families to participate in a mixed methods study in order to evaluate changes in the initiation and use of EI services pre- and post-pandemic lockdown. Of the 94 who completed surveys, 27 families were purposively sampled for semi-structured telephonic interviews to identify their perceptions of program assistance and needs. Themes developed from these interviews included participant satisfaction with the communication of program changes and concerns related to the effectiveness of virtual EI services. This information can be used in plans for transitioning to hybrid therapy as well as for future pandemics requiring a return to fully virtual services.

Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children-a case study in Shanghai

Introduction

This study uses Bronfenbrenner's bioecological model as its theoretical framework to consider the findings of an investigation of the emotional, social, and physical wellbeing of Chinese migrant children and lessons learned from the COVID-19 pandemic in urban areas. This study expands our perspective by combining the views of students, parents, and teachers to explore the emotional, social and physical wellbeing of migrant children in Shanghai who were participating in online learning during the COVID-19.

Methods

Observation and semi-structured interviews were carried out to collect data for this case study. Thirty-one migrant children, nine parents, 10 teachers and a school principal from a Shanghai junior high school participated in this research. Qualitative data were analyzed using thematic analysis.

Results and Discussion

The findings indicated that although video-recorded lessons were high quality, it put pressure on migrant children due to the lessons containing only new material with no reviews and reduced opportunities for them to interact with their own teachers. In addition, the differences in study progress between the migrant children and the local children that showed up during the online learning, and neglect from teachers and policymakers, made the migrant children anxious, angry and confused about their future. Besides, parents install monitors at home to support their children's online learning, but it had the opposite effect and simply provoked increased conflicts between children and their parents. Finally, although the online lessons have affected the optical health of students, the subsequent additional cooking lessons have mitigated the optical health problem and strengthened the connections between home and school.

Conclusion

The inequalities of education encountered by migrant children during the COVID-19 period have made them realize the disparities they have suffered in Shanghai. The exposure of this problem raises the prospect of a reform of educational policies for migrant children in the future.

An Effective and Playful Way of Practicing Online Motor Proficiency in Preschool Children

The children's fairytale is a playful educational tool that can be modified in such a way to enhance motor proficiency. This study investigated the effect of an online exercise program with modified fairytales on children's motor proficiency during the kindergarten curriculum. Forty preschool children (20 girls and 20 boys; 5.13 ± 0.24 years old) were divided into two equal groups: an intervention (IG) group and a control group (CG). The IG followed a 3-month (3 times/week) online exercise intervention program (supervised by the class's kindergarten teacher) with modified children's fairytales, during the COVID-19 pandemic, with an aim to improve their motor proficiency. The CG did not attend any exercise intervention program. The Democritos Movement Screening Tool for Preschool Children (DEMOST-PRE), consisting of ten tests, was used to assess the children's motor proficiency. Τhe IG, after the end of the intervention program, significantly improved in the DEMOST-PRE total score (p < 0.001; mean change: 40.7%), while the CG did not significantly improve in the total score (p > 0.05). Furthermore, in the IG, a significant negative correlation between the pre-training DEMOST-PRE total score and the percentage change following the intervention (r = -0.64; p = 0.002) was observed. A modified exercise program using children's fairytales may be incorporated into the kindergarten curriculum as an effective educational tool for the improvement of motor proficiency.

Perceived functional resilience in schools according to key stakeholders

Amid the COVID-19 outbreak, Israel and numerous other governments closed schools as a precaution, leading to a sudden shift to online learning. The aim of the current study is to provide foundational insight into the perceived readiness of the school system to withstand future adversities, based on the challenges, complexities, as well as successes in adaptation faced by stakeholders during COVID-19. In this cross-sectional study, we assess the perceived levels of functional resilience of the school system among the key stakeholders of the Israeli education system-high school students, parents, teachers, and principals, as well as a composite functional resilience scale. The composite functional resilience consists of 10 main indexes: communication during distance learning (DL) and frontal learning (FL); Perceived stress scale-4 (PSS); psychosocial aspects during distance learning (DL) and frontal learning (FL); digital literacy; pedagogic support; resources; infrastructure; and distance versus frontal learning. The study findings demonstrate differences according to the stakeholders with regard to the perceived functional resilience and the composite functional resilience scores (e.g., students with respect to both of these scores exhibit the lowest results, while teachers display the highest scores). Furthermore, no one variable was significant across the board for all stakeholders in predicting the perceived functional resilience, with the most common predictors among the stakeholders being digital literacy, pedagogic support, PSS, as well as communication during distance and frontal learning. The findings of this study reveal areas for recommended priority actions to be conducted among school system stakeholders.

Exploring Parental Experiences With School-Aged Children Receiving Web-Based Learning: Cross-Sectional Study

Background

Web-based learning has transformed education. Its ability to overcome physical barriers and deliver knowledge at the click of a button has made web-based learning popular and ensured that it will continue to be used in the future. The involvement of parents in web-based learning is fundamental to the success of the educational process, but limited attention has been paid to the impact of web-based learning on parents.

Objective

This study examined parental experiences with school-aged children receiving web-based learning in Jeddah, Saudi Arabia.

Methods

We sent cross-sectional, anonymous web-based questionnaires to school-aged children's parents. A total of 184 parents completed the survey.

Results

Parents' negative experiences of web-based learning (mean 4.13, SD 0.62) exceeded their positive experiences (mean 3.52, SD 0.65). The most negative experience reported by parents was their child's boredom due to prolonged sitting in front of a device (mean 4.56, SD 0.69). The most positive experience was their child's technological skill enhancement (mean 3.98, SD 88). Their child's lack of social interaction and friendship building promoted stress among parents (r=-0.190; P=.01). At the same time, their child's technological skill enhancement reduced stress among parents (r=0.261; P=.001). The most reported (63/184, 34.2%) obstacle to web-based learning was having multiple learners in the same household.

Conclusions

Web-based learning is a fundamental learning method and will continue to be used in the future because of its ability to overcome many barriers to education. Parental involvement in the continuity and success of the web-based learning process is crucial. However, the findings of this study illustrated that parents' experiences of web-based learning were more negative than positive. Parents who reported negative experiences reported an increase in stress and faced more obstacles due to web-based learning. Thus, more attention and intervention are needed to promote positive web-based learning experiences among parents.

New and continuing physician-based outpatient mental health care among children and adolescents during the COVID-19 pandemic in Ontario, Canada: a population-based study

Objective

To assess physician-based mental health care utilization during the COVID-19 pandemic among children and adolescents new to care and those already engaged with mental health services, and to evaluate differences by sociodemographic factors.

Study design

We performed a population-based repeated cross-sectional study using linked health and administrative databases in Ontario, Canada among all children and adolescents 3-17 years. We examined outpatient visit rates per 1,000 population for mental health concerns for those new to care (no physician-based mental healthcare for ≥1 year) and those with continuing care needs (any physician-based mental healthcare <1 year) following onset of the pandemic.

Results

Among ~2.5 million children and adolescents (48.7% female, mean age 10.1 ± 4.3 years), expected monthly mental health outpatient visits were 1.5/1,000 for those new to mental health care and 5.4/1,000 for those already engaged in care. Following onset of the pandemic, visit rates for both groups were above expected [adjusted rate ratio (aRR) 1.22, 95% CI 1.17, 1.27; aRR 1.10, 95% CI 1.07, 1.12] for new and continuing care, respectively. The greatest increase above expected was among females (new: aRR 1.33, 95% CI 1.25, 1.42; continuing: aRR 1.22 95% CI 1.17, 1.26) and adolescents ages 13-17 years (new: aRR 1.31, 95% CI 1.27, 1.34; continuing: aRR 1.15 95% CI 1.13, 1.17). Mood and anxiety concerns were prominent among those new to care.

Conclusion

In the 18 months following onset of the pandemic, outpatient mental health care utilization increased for those with new and continuing care needs, especially among females and adolescents.

Parental Perception of Remote Education in Pandemic: An Analysis Based on Children's Cognitive Performance

The COVID-19 pandemic significantly changed patterns of human interaction, including in the educational sector, which was forced to transform relationships among students, families, and the academic community. The present study sought to establish the interrelationships between performance on cognitive tests during the preschool stage and the perceptions of parents about remote education in school children during the pandemic. The study included 100 preschool children from socially vulnerable sectors who underwent remote and distance learning in 2020 and 2021. The reliability of the applied questionnaire was determined through a confirmatory factor analysis. A structural equation model was constructed to determine the perceptions of parents about remote education based on cognitive performance during the preschool stage. The model fit yielded favorable results for predictive variables (χ2 = 7.734, DF = 9 [p = 0.561], the comparative goodness-of-fit index [CFI] = 1.000, root mean square error of approximation [RMSEA] = 0.000, standardized mean square residual [SRMR] = 0.069), and executive function (χ2 = 3.711, DF = 5 [p > 0.592], CFI = 1.000, RMSEA = 0.000, SRMR = 0.039) as latent variables that affected parents' perceptions. These results indicate that parents' perceptions of remote education are mediated by predictive aspects of learning and executive function during the preschool stage.

Lessons Learned from the Pandemic in the UAE: Children COVID-19 Vaccine Hesitancy and Its Impact on the Choice of Distance versus Face-to-Face Learning Modalities: An In-Depth Analysis of a National Study

This study addresses the crucial aspect of childhood COVID-19 vaccination and its impact on parental decisions concerning learning modalities during the pandemic. This study aimed to gauge parental hesitancy towards vaccinating their children and its influence on choosing between distance and face-to-face learning options. Following STROBE guidelines for cross-sectional studies, this study surveyed 1973 parents in the United Arab Emirates using Google Forms during the COVID-19 pandemic. The results revealed that while more than half of the parents (51.6%) were willing to vaccinate their children if the COVID-19 vaccine was accessible and affordable, a significant majority (91.2%) expressed concerns about the rapid vaccine development process, which was the primary reason for vaccine rejection. Interestingly, a sizable portion (55.3%) had experienced online learning in the previous academic term, and, of those, 59.6% believed it negatively influenced their children's academic performance. Consequently, 66.4% expressed intent to shift their children back to face-to-face learning once feasible. Significantly, parents with medical backgrounds were more inclined (91.6%) to opt for face-to-face schooling compared to those without such backgrounds. Logistic regression analysis indicated associations between sociodemographic characteristics, educational level and background, and the decision to return children to face-to-face learning. Interestingly, when it comes to vaccine hesitancy, a noteworthy connection exists between the parents' reluctance to vaccinate their children and their preference for distance learning. In fact, parents who responded negatively to vaccinating their children against COVID-19, if the vaccine was available, showed a clear preference for the distance learning modality (p-value < 0.0001). This study underscores the complex interplay of factors and community perspectives shaping parental acceptance of childhood COVID-19 vaccination. The development pace of vaccines significantly influences parents' attitudes and beliefs about vaccination programs. Parents' medical backgrounds exhibit a clear correlation with their perceptions of sending children back to school safely. This highlights the potential impact of parental medical knowledge on decision making, emphasizing the need to consider parents' professional backgrounds when devising education- and vaccination-related policies.

Back to School: Parental Concerns of Children with Hematological and Oncological Conditions During the COVID-19 Pandemic

The Coronavirus Disease 2019 (COVID-19) pandemic has significantly affected the educational system. Historically, children with hematological and oncological conditions have experienced academic challenges. A retrospective chart review was conducted. Charts reviewed included children with oncology or hematology conditions, whose parents expressed educational concerns and were referred to an educational liaison in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division. The parental concerns for 102 children (M age = 10.03 ± 4.7; 59.8% male; 43.1% Latinx/Hispanic) during the first half of the 2021 to 2022 academic year were extracted. Overall, all parents reported at least one concern with the average reporting 2.24 ± 1.34 (range of 1-6 concerns). The most common general concerns regarded: Individualized Education Programs (IEP) or special education evaluations; 504 accommodations; home instruction; school enrollment. Almost half of the parents had additional concerns they specifically attributed to COVID-19. Children with hematological and oncological conditions were experiencing various needs at this time, which likely have continued implications. It is important for educators, school psychologists, and health care providers to remain cognizant of the educational needs of medically vulnerable populations. Children with hematological and oncological conditions benefit from regular evaluation of their needs, as well as proactive forms of intervention.

Internet addiction, loneliness, and academic burnout among Chinese college students: a mediation model

Background

The dynamics of education and student life have changed since the COVID-19 pandemic. Our society, especially the education system, has become largely dependent on the Internet. This paradigm shifts largely took place in the last few decades. As such, there are various ways in which we cannot comprehend the impact that the Internet can have on student psychology, and how multiple other factors could influence that. Internet addiction and its relationship with academic burnout, along with the impact of loneliness, are all essential factors that must be discussed candidly in the post-COVID-19 era. Hence, the objective of this study was, therefore, to explore the relationship between Internet addiction, loneliness, and academic burnout among Chinese college students as well as the mediating role of loneliness.

Methods

We conducted a cross-sectional questionnaire survey at a Chinese university from October to November 2022. In total, 810 valid respondents were selected via random cluster sampling using the well-established Internet Addiction, Loneliness, and Academic Burnout Scale. The primary approach of mediation analysis and structural equation modeling testing examined the relationships among the three components.

Results

Internet addiction could be responsible for academic burnout among college students. Loneliness partially mediates the relationship between Internet addiction and academic burnout. In a mediated way, different types of loneliness contribute to different types of academic burnout.

Conclusion

Psychological interventions for loneliness, especially emotional loneliness prevention, are the critical aspects of the problem of Internet addiction accompanied with academic burnout. The causal relationship between Internet addiction and academic burnout, possibly of a two-way nature, needs to be further explored in the next future.

Transactional Distance and College Students' Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation

Purpose

Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students.

Participants and Methods

Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect.

Results

Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported.

Conclusion

Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development.

Challenges of online learning for children with special educational needs and disabilities during the COVID-19 pandemic: A scoping review

BACKGROUND

The COVID-19 pandemic has affected education at all levels in various ways. This paper provides a review of the literature on the challenges of online learning for children with special educational needs and disabilities (SEND).

METHOD

In total, 17 studies from nine countries were analysed. The challenges of online learning for children with SEND reported by teachers and parents and the strategies applied to overcome the challenges were identified.

RESULTS

The challenges of online learning were the need of parental support, routine change, inequities of resources and access to technology, lack of accommodations, and social isolation. There was a considerable lack of interventions aimed at promoting the educational outcomes of children with SEND.

CONCLUSIONS

The findings emphasise the importance of parent-teacher collaboration and communication. Suggestions for strategies to address challenges as well as for further research are also discussed.

Preschool children's screen time during the COVID-19 pandemic: associations with family characteristics and children's anxiety/withdrawal and approaches to learning

With schools closed due to the COVID-19, many children have been exposed to media devices for learning and entertainment, raising concerns over excessive screen time for young children. The current study examined how preschoolers' screen time was associated with their family characteristics and anxiety/withdrawal and approaches to learning during the COVID-19 pandemic. Participants were 764 caregivers of 3- to 6-year-old children (mean age = 59.07 months, SD = 12.28 months; 403 boys and 361 girls) from nine preschools in Wuhan, China, where the pandemic started. The effects of family characteristics on children's screen time during the pandemic outbreak and the associations between screen time and children's anxiety/withdrawal and approaches to learning were examined using path analysis. The results showed that children who spent more time on interactive screen use (e.g., playing with tablets) showed higher levels of anxiety/withdrawal and fewer positive learning behaviors. Unexpectedly, children who spent more time on noninteractive screen use (e.g., watching TV) showed lower levels of anxiety/withdrawal. Additionally, children's screen time was related to family characteristics: children living in more chaotic families with fewer screen time restrictions spent more time on screen use after the pandemic outbreak. The findings suggest that young children's frequent use of interactive screens, such as tablets and smartphones, might be harmful to their learning and wellbeing during the pandemic. To mitigate the potential negative effects, it is essential to manage the screen time of preschoolers by establishing rules for their interactive screen use and improving the household routines related to the overall screen use.

Problematic Media Use among Children up to the Age of 10: A Systematic Literature Review

INTRODUCTION

Digital screen media use has significantly grown in all age groups and at an increasingly young age, including toddlers, schoolers, and primary school children. Although there is evidence that excessive early childhood media exposure can lead to several negative developmental outcomes, no systematic review on Problematic Media Use (PMU) of children under 10 years old have been provided. The aim of the present systematic review was to identify (i) the main instruments used to measure children's PMU across different studies; (ii) the risk and protective factors which might increase or reduce children's PMU; and (iii) the negative outcomes associated with children's PMU.

METHODS

This study was conducted following the systematic review guidelines proposed in the PRISMA statement. A total of 35 studies published between 2012-2022 and with a mean sample age between 0 and 10 years old were ultimately included in this literature review.

RESULTS

Use of media for more than 2 h a day, male gender, and higher age increased the risk of developing PMU among children. PMU led to several negative consequences for children's development and well-being (e.g., more problematic behaviors, sleep problems, higher depressive symptoms, lower emotional intelligence, and lower academic achievements). Children who experienced negative psychological symptoms, a dysfunctional parent-child relationship, and difficulties in school context were more prone to develop PMU. However, an authoritative parenting style and restrictive parental mediation reduced the risk of developing PMU among children. Finally, self-report measures specifically designed to get the younger children's perspective are still few and not so widely used.

CONCLUSIONS

Overall, this research field is still in its infancy and needs further investigation. Likely, a dysfunctional family system can lead children to experience emotional distress and negative psychological symptoms, which they try to manage by escaping into the virtual world, thus increasing the risk of developing PMU. As the children's PMU is closely affected by the family environment, future prevention interventions should target both children and their parents to improve their self-regulatory and mentalizing capabilities, as well as parental mediation strategies and general parenting practices.

Associations between parental well-being and early learning at home before and during the COVID-19 pandemic: observations from the China Family Panel Studies

Background

COVID-19-related lockdowns and preschool closures resulted in many young children spending all their time at home. Some parents had to manage child care while working from home, and increased demands may have led them to experience considerable stress. Evidence indicates that among parents with young children, those who had pre-existing mental and physical conditions adapted less well than other parents. We considered associations between parental well-being and the home learning environment for young children.

Method

We leveraged data from the nationally representative China Family Panel Studies. We analyzed longitudinal data collected before (2018) and during (2020) the pandemic. Participants were parents of 1,155 preschoolers (aged 3-5 years in 2020). Moderated mediation models were conducted. Maternal and paternal psychological well-being, depression, physical health, and physical illness in 2018 and 2020 were predictors. The frequency of marital and intergenerational conflicts in 2020 were mediators. Primary caregiver-reported engagement in home learning activities and family educational expenditure and parent-reported time spent on child care in 2020 were outcome variables. The number of COVID-19 cases in each province 3 months before the 2020 assessment was the moderator. Child, parental, and household characteristics and urbanicity were covariates.

Results

Controlling for covariates, improvements in parental psychological well-being predicted more home learning activities and increases in paternal depression predicted less time spent by fathers on child care. Negative changes in maternal physical health predicted less family educational expenditure and mothers spending more time on child care. Family conflicts mediated the association between maternal physical illness in 2018 and family educational expenditure. The number of COVID-19 cases in a province (i) was positively associated with mothers spending more time on child care, (ii) moderated the association of improvements in maternal physical health and mothers spending less time on child care, and (iii) moderated the association of family conflicts and more family educational expenditure.

Conclusion

The findings indicate that decreased parental psychological and physical well-being foretells reductions in monetary and non-monetary investment in early learning and care at home. Regional pandemic risk undermines maternal investment in early learning and care, especially for those with pre-existing physical conditions.

Measuring Cognitive and Social Interactive Attributes of Digital Natives: Development and Validation of a Scale

Scholars refer to individuals who have been immersed in digital environments and who make easy use of digital languages to interact with the world as "digital natives," and Teo proposed four attributes of digital natives to illustrate their behavioral tendencies. We aimed to expand Teo's framework and to develop and validate the Scale of Digital Native Attributes (SDNA) for measuring cognitive and social interactive attributes of digital natives. Based on pre-test results, we retained 10 attributes and 37 SDNA items, with 3-4 items in each sub-dimension. We then recruited 887 Taiwanese undergraduates as respondents and conducted confirmatory factor analysis to establish construct validity. Moreover, the SDNA correlated with several other related measurements to demonstrate satisfactory criterion-related validity. Internal consistency was evaluated by McDonald's Omega (ω) and Cronbach's α coefficient, showing satisfactory reliability. This preliminary tool is now ready for cross validation and temporal reliability testing in further research.

Examining the relationship between parents' digital parenting self-efficacy and digital parenting attitudes

Digital resources have begun to be used frequently by both children and parents. Digital resources, which are used very frequently, have entered our lives more and more with the pandemic with the development of technology. Children are now regular users of smartphones and tablets, so children's early digital interactions have brought new concepts into parent-child relationships and the role of the parent. It is thought that it will be important to re-examine the self-efficacy and attitudes of digital parents in this regard and the factors affecting the family-child relationship. Digital parenting is explained as parental efforts and practices aiming at understanding, supporting, and regulating children's activities in digital environments. Accordingly, this study aims to examine the correlation between parents' digital parenting self-efficacy and digital parenting attitudes. The study group of this research consists of 434 parents whose children attend primary school living in different provinces of Turkey. In the research, "Demographic Information Form" and "Digital Parenting Self-Efficacy Scale" and, "Digital Parenting Attitude Scale" were used as data collection tools. Frequency, percentage, standard deviation, correlation, regression, multiple regression, and two-way analysis of variance statistical techniques were used in the analysis of the data. As a result of the research, it was concluded that the digital parenting self-efficacy and digital parenting attitude have a moderate correlation and some of the variables are important predictors on the digital parenting self-efficacy.

Reviewing the critical challenges that influence the adoption of the e-learning system in higher educational institutions in the era of the COVID-19 pandemic

Purpose

This paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions before and during the current propagation of the coronavirus disease 2019 (COVID-19) pandemic.

Design/methodology/approach

This study undertook a literature review concerning the in-depth revision of previous studies published in 2020 and 2021. A total of 100 out of 170 selected research papers were adopted to identify and recognise the factors restricting the application of e-learning systems.

Findings

The findings determine and illuminate the most challenging factors that impact the successful application of online learning, particularly during the wide propagation of the COVID-19 pandemic. The review of the literature provides evidence that technological, organisational and behavioural issues constitute significant drivers that frontier the facilitation of the e-learning process in higher educational institutions.

Practical implications

The current paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers as this research spotlights the significant factors challenging the e-learning process before and during the pandemic crisis.

Originality/value

The provided in-depth literature review in this research will support the researchers and system designers with a comprehensive review and recent studies conducted before and during the COVID-19 pandemic considering the factors limiting the e-learning process. This paper formulates a valuable contribution to the body of knowledge that will assist the stakeholders in the higher educational institutions' context.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0085.

The Switch to Online Learning during the COVID-19 Pandemic: The Interplay between Personality and Mental Health on University Students

The switching from traditional to online learning during the COVID-19 pandemic was challenging for students, determining an increase in physical and mental health problems. The current paper applied a two-step cluster analysis in a large sample of n = 1028 university students (Mage = 21.10 years, SD = 2.45 years; range: 18-30 years; 78.4% females). Participants responded to an online survey exploring neuroticism, trait/state anxiety, general self-efficacy, academic motivation, fear of COVID-19, the impact of the COVID-19 pandemic on physical and mental health, and the help requests. Results showed two significant clusters of students having a Maladaptive Academic Profile (n = 456; 44.4%) or an Adaptive Academic Profile (n = 572; 55.6%). Significant differences were found between the two clusters, where students belonging to the Maladaptive Academic Profile reported higher levels of neuroticism, higher dispositional and situational anxiety, and fear of COVID-19, and lower self-efficacy and academic motivation than students of the Adaptive Academic Profile cluster. In addition, more physical or mental health problems and help requests, mainly to partners during the COVID-19 pandemic, were found in the Maladaptive Academic Profile cluster compared to the Adaptive Academic Profile. Finally, the practical implications of the study's results in implementing university counseling services as protective measures to contrast psychological distress in the long-term COVID-19 pandemic are discussed.

Distress following the COVID-19 Pandemic among Schools' Stakeholders: Psychosocial Aspects and Communication

In response to the COVID-19 pandemic, many governments ordered school closures as a containment measure, with Israel being among over 100 countries to do so. This resulted in the abrupt shift to online and remote education for many students. Despite attempts to minimize the effects of disrupted education and create a dynamic virtual learning environment, the literature highlights various challenges including lack of communication with implications of distress faced by key stakeholders (students and their parents, teachers, and principals). In this cross-sectional study, we assess the perceived levels of communication and psychosocial aspects during both distance and frontal learning, as well as the long-term impacts (following over two and a half years of an ongoing pandemic) on distress among the key stakeholders of the Israeli education system- high school students, parents, teachers, and principals. The study findings demonstrate severe implications of distance learning on communication and psychosocial aspects, with lingering long-term impacts on distress, among all stakeholders (particularly among students). This reveals the need for tailored capacity building and resilience intervention programs to be integrated in the long-term response to the current ongoing pandemic to improve well-being and reduce distress among the various stakeholders, with particular attention to those that are most vulnerable and were hit the hardest.

Synthetic Control and Comparative Studies on Covid-19 Vaccines Enrollment and Hesitancy in Africa.. [DOI: 10.21203/rs.3.rs-2650802/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0]

The COVID-19 pandemic has highlighted the importance of vaccines in the fight against infectious diseases. However, the rollout of vaccines in Africa has been slow and uneven. This study uses synthetic control and comparative analysis to examine the factors that have contributed to differences in vaccine enrollment in African countries. Using data from the World Health Organization and other sources, we constructed a synthetic control group of countries that were similar in African countries in terms of demographic, economic, and health characteristics. We then used a difference-in-differences approach to compare the vaccine enrollment rates of each African country with its synthetic control group. Our analysis showed that government support, health infrastructure, and access to vaccines were significant factors that contributed to differences in vaccine enrollment rates in African countries. Countries with stronger government support and better health infrastructure tended to have higher vaccine enrollment rates. Access to vaccines, including availability, affordability, and distribution, was also a significant factor. Additionally, the use of synthetic control and comparative analysis can provide valuable insights into the factors that contribute to differences in vaccine enrollment rates in different countries. In conclusion, the slow and uneven rollout of vaccines in Africa has been a significant challenge in the fight against COVID-19. Policymakers and public health officials should prioritize efforts to strengthen health infrastructure, provide greater government support for vaccine rollout efforts, and improve access to vaccines. The use of synthetic control and comparative analysis can provide valuable insights into the factors that contribute to differences in vaccine enrollment rates in different countries, and should be considered in future research.

Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach

Student academic performance is an important indicator of doctoral education quality, but limited research has focused on how multiple influential factors of doctoral students' academic performance work together. This study aims to explore the factors significantly affecting the academic performance of mathematics education doctoral students in Indonesia. Several factors were recognized from prior studies, such as the fear of delay, student engagement, parental support, teacher support, facilitating conditions, stress level, and well-being. An online questionnaire was designed and answered by a total of 147 mathematics education doctoral students. The partial least squares structural equation modeling (PLS-SEM) approach was adopted to analyze the questionnaire data. The results suggested that teacher support had the strongest positive effects on mathematics education doctoral students' academic performance in Indonesia. Student engagement was the most significant positive factor in improving doctoral students' well-being, while parental support could most significantly reduce their stress levels. Practically, these results are expected to provide implications to universities and supervisors regarding the improvement of doctoral students' well-being to promote their academic success and further the quality of doctoral programs in education. Theoretically, these results can also contribute to building an empirical model that can be used to explore and explain how multiple factors could affect doctoral students' academic performance in other contexts.

Exploring classroom interaction in online education

This present study explores the nature and extent of classroom interaction in online English as a foreign language (EFL) classes at the university level. Based on an exploratory research design, the study involved the analysis of recordings of seven visits to online EFL classes given by different instructors with approximately 30 language learners in each class. The data were analyzed by using the Communicative Oriented Language Teaching (COLT) observation sheets. Findings provided an understanding of the interaction patterns in the online classes, by showing that there was more teacher-student interaction in online classes compared to student-student interaction, and the classes involved more sustained teacher speech, whereas the students' speech mostly encompassed ultra-minimal utterance patterns. Also, the findings showed that group work activities fell behind individual activities in online classes. In addition, the online classes observed in the present study were found to be instruction-focused, and discipline issues reflected on the language used by the teachers were found to be at a minimum level. Besides, the study presented a detailed analysis of teacher and student verbal interaction by unveiling that rather than form-related incorporations, message-related incorporations were common in the observed classes and the teachers commented on the students' utterances and expanded what they said mostly. The study brings some implications for teachers, curriculum planners, and administrators by providing insights regarding classroom interaction in online EFL classes.

A Scoping Review of Digital Well-Being in Early Childhood: Definitions, Measurements, Contributors, and Interventions

Digital well-being concerns the balanced and healthy use of digital technology, and the existing studies in this area have focused on adolescents and adults. However, young children are more vulnerable to digital overuse and addiction than adults; thus, their digital well-being deserves empirical exploration. In this scoping review, we synthesized and evaluated 35 collected studies on young children's digital use and their associated well-being that were published up to October of 2022 to understand the related definitions, measurements, contributors, and interventions. The synthesis of the evidence revealed that (1) there was no consensus about the definition of the concept of digital well-being; (2) there were no effective ways of measuring young children's digital well-being; (3) both child factors (the duration and place of digital use, as well as the child's demographic characteristics) and parent factors (digital use, parental perception, and mediation) contribute to young children's well-being; and (4) there were some effective applications and digital interventions reported in the reviewed studies. This review contributes to the development of this concept by mapping the existing research on young children's digital well-being, as well as proposing a model and identifying the research gaps for future studies.

The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review

Digital devices play a critical role in preschoolers' learning and development. Despite the evidence that digital devices use may facilitate preschoolers' learning and development, their overuse/problematic use has become a global concern as the popularity and widespread use of digital devices. This scoping review aims to synthesize the empirical evidence to identify the status quo, influential factors, developmental outcomes, and models of overuse/problematic use in preschoolers. This search has identified 36 studies published in international peer-reviewed journals during 2001-2021, converging into four common topics: the current situation, the influential factors, the consequences, and the models. First, the average percentages of overuse and problematic use across the studies collected in this research were 48.34%, and 26.83%, separately. Second, two influential factors were identified: (1) children's characteristics and (2) parental and family factors. Third, early digital overuse/problematic use was found to have a negative impact on the following domains: (1) physical health, (2) psychosocial health, (3) problematic behaviors, and (4) cognitive development; Fourth, most relevant studies adopted general linear models, while few of them adopted experimental designs. Finally, the implications for future studies and practical improvements are also addressed.

How the home learning environment contributes to children's social-emotional competence: A moderated mediation model

Introduction

The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship.

Method

The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children.

Results

(1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence.

Discussion

The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.

The Effect of the COVID-19 Pandemic on Low SES Kindergarteners' Language Abilities

Young children's language skills have a significant positive impact on their academic success throughout school, especially on reading and writing performance. The spread of COVID-19, which has resulted in lockdowns, fewer learning hours in kindergarten, and distance learning, might have affected children's exposure to learning opportunities. The aim of the current study was to compare language abilities (vocabulary and morphological awareness) of two groups of low SES kindergarteners, 110 children who attended seven kindergartens before the COVID-19 pandemic, and 54 children who attended eight kindergartens during the COVID-19 pandemic. While both groups followed the same educational program with the same teachers, the pre-COVID-19 group studied in kindergarten before the first wave of COVID-19 restrictions, in 2018-2019, and the mid-COVID-19 group, during the pandemic, in 2020. The results showed that the mid-COVID-19 group of children achieved lower scores on morphological awareness (d = 0.46 to d = 1.19, p = .006 to p < .001), pointing to a negative developmental effect of COVID-19 on young children's language abilities. Educational implications of the results are discussed.

Learning for early childhood using the IcanDO platform: Breakthroughs for golden age education in Arabic learning

Early childhood is an age of children whose learning tendencies rely on games, therefore this study aims to describe the IcanDO platform for early childhood in learning Arabic. The research was conducted with a qualitative approach, the data sources were early childhood teachers. Data collected by observation techniques, interviews and documentation studies. The result of the research is that IcanDO as a learning platform is interesting for early childhood, with this platform they can play to learn Arabic. In accordance with the data, it was found that the IcanDO platform used can stimulate early childhood learning, stronger memory, personalized learning can be implemented, children's thinking skills can be trained and children's multilingual abilities are also growing. Researchers recommend that the use of various platforms that support the implementation of education in difficult conditions continue to be developed. The limitation of this research is that IcanDO and its effectiveness have not been studied comprehensively, therefore the aspects that have not been touched in this research can be the work of future researchers.

Social work research ethics in China: A scoping review of research involving human subjects during COVID-19

As the first review to systematically explore the scope and application of Chinese social work research ethics, this study incorporated web-crawling technology in the scoping review process and identified 18 eligible studies from 1168 publications from January 2020 to July 2021. Findings suggest that social work scholars are aware of research ethics when conducting human subjects research in the Chinese population. Yet, many failed to fully demonstrate practical considerations of internationally accepted ethical principles (e.g. respect for persons). We discuss education on research ethics, new challenges of the digital age, and considerations of Chinese culture in developing ethical protocols for social work research in China.

Students' perspectives on their academic achievement during the Covid-19 pandemic: Learner autonomy, school satisfaction and adult support

Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents' learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement. The findings show that the participants perceived their work as less interesting or useful and more difficult while learning from home and that the main predictors of their academic achievements were school achievements before the pandemic, school satisfaction, learner autonomy, and the ways that adults listen to them. Teacher and parent support played a subordinate role.

Mothers' and fathers' stress and severity of depressive symptoms during the COVID-19 pandemic: actor-partner effects with parental negative emotions as a moderator

BACKGROUND

In the face of the coronavirus disease 2019 (COVID-19) pandemic, families with young children are bombarded with new challenges and stressors. This study examined the additive and interactive effects of parental stress and negative emotions during COVID-19 on parents' severity of depressive symptoms.

METHODS

Participants were 221 Chinese families involving maritally intact mothers and fathers of preschool-aged children.

DISCUSSION

Path analysis indicated that mothers' parental stress interacted with their negative emotions, such that their stress was related to their severity of depressive symptoms only when negative emotions were high. By comparison, fathers' stress and negative emotions were additively associated with their severity of depressive symptoms. Supporting the cumulative risk model, parental stress during COVID-19 and negative emotions were linked to parents' severity of depressive symptoms additively or interactively, depending on the gender of the parent. These findings inform practitioners about the relevance of parents' stress and negative emotions to their severity of depressive symptoms during the pandemic.

Persistence of Lockdown Consequences on Children: A Cross-sectional Comparative Study

Lockdown during the COVID-19 pandemic had a significant psychological impact on children and adolescents. This study compared lockdown effects on children aged 1-10 years in 2020 and 2021. Two structured questionnaires were administered to 3392 parents in 2020, and 3203 in 2021. Outcomes considered for the data analysis included sleep changes, episodes of irritability, attention disturbances, distance learning and number of siblings. For data analysis, children were divided into two groups: pre-scholar (1-5 years old) and older ones. The lockdown was associated with a significant increase in sleep disturbances in 2020 and persisted after a year. The high prevalence of mood changes persisted unchanged in children under the age of 10 in 2020 and in 2021. Even if strengthened family ties seemed to mitigate the negative impact of lockdowns in 2020, this effect appeared absent or at least reduced in 2021. Irritability and rage in children were perceived to have increased in 2021 compared to 2020. A significant reduction in digital device use was observed in 2021 compared to 2020. Overall, the most harmful consequences of the lockdown in 2020 were still observed in 2021. Further studies are needed to analyze possible psychological effects that the generation who experienced the pandemic during early childhood may have, particularly in their future adolescence, in order to identify possible intervention practices to support families.

Parental burnout and resilience intervention among Chinese parents during the COVID-19 pandemic

INTRODUCTION

Parental burnout is a mental state that combines long-term stress and depression with an overwhelming feeling of parental pressure.

METHODS

In Study 1, we conducted a web-based survey of 390 Chinese parents (75.1% mothers) with children aged 1-18 years old (Mean age = 9.05 years, SD = 5.098) to examine the parental burnout during the COVID-19 global pandemic and to identify associated factors during the national lockdown. In Study 2, eight weeks of resilience intervention was administered to 20 parents to compare parental resilience and parental burnout before and after the intervention.

RESULTS

The correlational study showed that greater parental burnout occurred in parents with the lower educational levels and in parents of school-age children. The risk factors of parental burnout included household burden and children's interference with work; while protective factors included living materials, family atmosphere, and parent-child meeting frequency. The intervention study showed the effectiveness of meditation intervention in resilience and parental burnout, suggesting that meditation training can effectively increase parental resilience and reduce parental burnout.

DISCUSSION

These findings demonstrate the risk and protective factors associated with parental burnout during the COVID-19 lockdown and highlight the positive role of meditation in mitigating parental burnout.

Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers' efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget's stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

A parental guidance patterns in the online learning process during the COVID-19 pandemic: case study in Indonesian school

The COVID-19 pandemic significantly impacts the educational process in schools in Indonesia. Online learning schemes are applied as an alternative to learning during the COVID-19 pandemic. This research aims to map effective patterns of parental guidance during the online learning process amid the COVID-19 pandemic. Using a mixed scheme between case study and literature study methods, this literature study was carried out by analyzing previous studies on the topic "parental guidance pattern" and "online learning during a pandemic". Data were sourced from several relevant articles published from 2020 to 2021. The data were then analyzed using interactively, quantitatively, and biometric methods with the VOSviewer application. The data analysis showed that the pattern of parental guidance must be tailored to the child's needs. In online learning, parents serve as facilitators, motivators, supervisors, and guides. The level of children's education also affects the pattern of parental guidance. In addition, communication between teachers and parents must also be well established so that the learning process can function effectively and efficiently and achieve optimal learning outcomes.

Paradigm shifting of education system during COVID-19 pandemic: A qualitative study on education components

The COVID-19 pandemic has had a far-reaching effect on the education system, leading to some changes in the conventional education system. Educational institutions are adopting alternative methods to adapt to the changed situation. The purpose of this study is to explore the changes that have taken place in the education system due to the pandemic situation. A qualitative phenomenological approach has been used to conduct the study. To get a complete picture of the shifting paradigm of the education system, two interview methods such as In-depth Interviews (IDI), Key Informant Interviews (KII) have been adopted. Interviews were taken from 15 respondents. A purposive sampling technique has been used to reach the target sample. A semi-structured questionnaire has been developed to collect necessary data. The findings of this study showed that COVID-19 pandemic has led to changes in various components of the education system. Curriculum, syllabus, assessment method, teaching method, learning method, etc., have changed in the education system. The elements of education are shifting from offline to online. The use of online-based learning materials is increasing. The curriculum has been made more flexible with a more compressed and shortened syllabus to suit the students learning under such unforeseen circumstances. Faculty should promote online study groups so that those groups can assist in providing additional support throughout specific courses. The education policy should be changed by the Bangladesh government to adapt to the changed situation.

Social support in a parenting Facebook group during the COVID-19 pandemic

Objective

This paper includes a mixed methods content analysis of a parenting Facebook group focused on COVID-19. We analyze participants' posts to identify the types of support parents sought and gave.

Background

The COVID-19 pandemic has resulted in increased parental stress and challenges related to children's development. Many families turned to social media as a source of information and social support.

Method

We analyzed 1,180 posts from a large, closed Facebook group focused on parenting during COVID-19. We coded posts using a modified version of social support theory and supplemented this analysis with codes related to giving and receiving support, post format, and topic.

Results

Participants frequently offered informational support, typically reposting content from other sources. There were fewer instances of soliciting support, but these posts had significantly more comments. The most common topics discussed were parenting and child development, remote schooling support, literacy, and adult mental health.

Conclusion

Findings illustrate the benefits and challenges of online support communities for parents, especially those on social media platforms.

Implications

These results suggest areas where parents may need or want support during and after COVID-19 and ways in which social media can serve as a form of parenting social support.

The Mediation of Exam-oriented Cultural Capital: Economic Capital and Educational Inequality of Chinese High School Students During the COVID-19 Pandemic and School Closures

While children and adolescents' education has been significantly affected during the COVID-19 pandemic and school closures, how they are impacted remains unknown. Based on Bourdieu's theory, this paper aims to examine whether cultural capital mediates the association between economic capital and academic achievement during the crisis. Using a longitudinal dataset from the Chinese high school and the moderated mediation model, the result showed that economic capital had a total effect on academic achievement, especially on the students' academic ranks. Meanwhile, economic-related inequality in education seemed to be mediated by cultural capital. Interestingly, the finding further indicated that the indirect effect was mainly attributable to exam-oriented cultural capital, compared with quality-based cultural capital. we discussed the theoretical contributions and policy implications in the end.