The pandemic, quarantine and other consequences of COVID-19 affecting the world have inevitably impacted upon the lives of adults and children, causing lifestyle changes and, in some instances, negative psychical states. The article presents the results of an empirical study of children's everyday life and childhood experiences during the COVID-19 pandemic. Data have been collected by structured interview with children aged 10-16. The informants live in a small town of Russia's Far East. The responses received have been analysed in terms of sources of information on the coronavirus, changes in the lives of children and their attitudes to these changes. Children's everyday life during the pandemic turns out to be embedded in the selfisolation regime. All worries and hopes of children are related to the end of this regime. Self-isolation has led many respondents to reassess live communication with their peers, offline studies at school and meaningful communication within the family.
Introduction. The relevance of the study is determined by the uneven regional conditions for the development of childhood in Russia. Russia’s regions have different resources for preserving children’s health and educating children. The aim of the work is to identify regional factors affecting the social potential of children, and the subsequent construction of the simulation model of Social potential of childhood in a region. Materials and Methods. The study employed the methods of correlation and regression analysis. Statistical data presented in official sources were used as the materials of the study. The calculations were made using the Deductor analytical platform, the construction of the simulation model was implemented using the AnyLogic software. Results. During the study, 12 target and 36 control factors were identified. An analysis of the relationships between the target and control factors made it possible to identify target indicators characterizing children’s education, health and survival rates. The identified control factors were divided into three groups: the constants, factors that can be regulated by the regions, and factors that are difficult to regulate by the regions. The constructed simulation model is part of the assessment of the control factors’ influence on childhood in Russia’s regions. Experiments with the model showed that in addition to influencing the socio-economic situation in a region as a whole, it is important to reduce the number of shifts in schools and at the same time improve the skills of school teachers, increase the number of children involved in summer recreational activities. Discussion and Conclusion. The research materials will be useful in planning for preservation and development of the social potential of childhood in a region. The data obtained are of value both to sociologists and scientists involved in modeling of socio-economic processes. In the study of regional systems.
СУДЬИН Сергей Александрович, д-р социол. наук, доцент кафедры общей социологии факультета социальных наук Нижегородского государственного университета им. Н.И. Лобачевского (г. Нижний Новгород).
The article reveals the historical and methodological foundations for the development of the geography of childhood abroad. This research area, formed at the intersection of humanitarian geography and new social research of childhood, was born in the early 1970s within the framework of geographical sciences in the United States of America under the influence of developmental psychology and environmental psychology. The next phase of the scientific area's development is associated with the adoption of the United Nations Convention on the Rights of the Child, the recognition of the subject matter of the child and the politicisation of the topic of children's rights. The modern stage of the geography of childhood is characterised by the development of interdisciplinary research areas with the focus on understanding children's modern lives through exploring space, place and scale. The geography of childhood is closely connected with the geography of young people, although the latter has more access to the macro level, while the geography of childhood is often criticised for its excessive attention to the micro level. Promising areas of research in the geography of childhood are: • memory, emotions, affects, proximity and vulnerability which imply autoethnographic and creative approach; • games, entertainment and care (methodologically expressed by introducing game methods of research); • material and popular culture -significant objects of children's everyday lives. The methodology of the geography of childhood is characterised by the children's involvement in the research process as co-researchers. Here, qualitative methods (interviews, children's drawings, focus groups, included observation, and ethnographic study), and the mapping method are used along with quantitative methods (questionnaires and achievement tests). The researcher needs emotional reflexivity, which enables him to adjust to the child respondent, capture his mood, and subsequently understand how children perceive researchers in their worlds and why they share information with them as well as interpret the obtained data and design meanings. The spatial view of childhood encourages the application of new research optics as well as an interdisciplinary convergence of researchers, primarily geographers, sociologists and educators.
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