Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Zhang, Xiao

doi:10.1016/j.ecresq.2022.03.001

Cited by 13 publications

(5 citation statements)

References 50 publications

(99 reference statements)

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“…When discussing time, it highlights the time restraint between the education context and the children and the time spent between parents and children [42]. We also will be able to come to understand how complex and important this factor is in a child's language development.…”

Section: Time-related Factorsmentioning

confidence: 99%

Factors contributing to learning losses among primary school children: a scoping review

Pek,

Nadarajan,

Khusni

et al. 2024

EduLearn

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Learning loss pertains to the decline or regression in knowledge and abilities, as well as setbacks in academic advancement. This phenomenon typically arises from prolonged interruptions or gaps in the pupil’s educational journey. Learning loss can be observed in diverse manifestations due to many factors. One example that can be illustrated is the disruption of formal education due to the COVID-19 pandemic that struck the world in 2019. As a result, this phenomenon has impacted students’ academics, whether at the school level or higher education institutions, especially primary school students, thus causing learning poverty. This scoping review aims to identify the degree of reading literacy among primary school students and to investigate the factors that contribute to the learning losses of primary school students from the reading aspect. Four databases, including Scopus, education resources information center (ERIC), bielefeld academic search engine (BASE) and directory of open access journals (DOAJ), were used in this research, which found 40 articles for eligibility. Only 20 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that learning losses have impacted the education sector, leading to poverty, especially among primary school children.

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Section: Time-related Factorsmentioning

confidence: 99%

Factors contributing to learning losses among primary school children: a scoping review

Pek,

Nadarajan,

Khusni

et al. 2024

EduLearn

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“…Home chaos refers to the crowding degree, noise level, and organization of home environment [37]. A larger family size reported greater levels of home chaos [38]. Research showed that the higher the home chaos level, the lower the children's ER ability [39,40].…”

Section: Relationship Of Parental Er Parental Reactions To Children's...mentioning

confidence: 99%

The Challenge of Chinese Children’s Emotion Regulation: Child Number, Parental Emotion Regulation, and Its Relationship with Reactions to Children’s Negative Emotions

Hong

Wang

2023

Sustainability

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In the context of China’s three-child policy, more and more families have been changing from a one-child family to a two-child or three-child family. Both changes of family structure and the increase in child number may bring new challenges to children’s social development, emotion regulation, and parent–child relationship. This study aims to deal with the comparison of children’s emotion regulation for families with different child numbers and its relationship with parental emotion regulation and parental reactions to children’s negative emotions. We examined children’s emotion regulation, parental emotion regulation, and parental reactions to children’s negative emotions through a questionnaire survey. A total of 7807 parents from Guangdong Province in China participated in this study. The results show that: (1) A significant difference exists in children’s emotion regulation for families with different child numbers. Both one-child and two-child families present significantly higher children’s emotion regulation than three-child families; (2) There is a significant difference in parental emotion regulation, and supportive and non-supportive reactions in these families. The more children in each family, the worse the parental emotion regulation, the less supportive the reaction, and the more non-supportive the reaction; (3) Parental emotion regulation exerts a significant positive impact on children’s emotion regulation, and both supportive and non-supportive reactions play the partial mediating role. The findings emphasize more potential risks for children’s emotion regulation with the increase in family’s child number and suggest that special attention should be paid to children’s and parental emotion regulation in three-child families.

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“…Among Chinese parents with young children, parental pandemic-related stress is negatively associated with the frequency of providing various learning activities at home (i.e., literacy, math, and motor activities) (Zhang et al, 2021). In contrast, family physical health is positively related to parental involvement in early learning activities at home (Zhang, 2022). Regarding parents from other countries, depression relates negatively to parental perceived preparation to educate at home (Lee et al, 2021), and parental stress impedes the provision of home learning activities (Oppermann et al, 2021).…”

Section: Psychological and Physical Well-being With Provisions Of Hom...mentioning

confidence: 99%

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

Dong

Rao

2023

Front. Psychol.

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BackgroundCOVID-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.MethodWe 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.ResultsControlling 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.ConclusionThe 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.

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Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

Cited by 13 publications

References 50 publications

Factors contributing to learning losses among primary school children: a scoping review

Factors contributing to learning losses among primary school children: a scoping review

The Challenge of Chinese Children’s Emotion Regulation: Child Number, Parental Emotion Regulation, and Its Relationship with Reactions to Children’s Negative Emotions

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

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