Children's services and the <scp>COVID</scp>‐19 pandemic in Italy: A study with educators and parents

Bosoni, Maria Letizia

doi:10.1111/chso.12676

Cited by 3 publications

(1 citation statement)

References 34 publications

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“…During lockdown, children's range of activities is reduced, and activities such as peer interaction are affected [30] . The PA activities and peer-to-peer play that children receive in the kindergarten cannot be replaced by online classes [31,32] . As a result, children's opportunities to participate in PA are reduced and their PA changes from normal to 'suppressed'.…”

Section: Physical Activitymentioning

confidence: 99%

The 'Supercompensation' effect of children's lockdown during COVID-19: based on the analysis of changes in physical activity, sleep and psychology

Li,

Zhao,

et al. 2023

Preprint

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Objective: To investigate the "supercompensation" effect of preschoolers during COVID-19 lockdown by comparing the changes in physical activity (PA), psychological and sleep indicators before and after lockdown. Methods: 127 children (aged 3-6 years) were recruited. Before and after the lockdown, the children's PA levels were measured using the ActiGraph GT3X+, and their psychological and sleep indicators were measured using the Strengths and Difficulties Questionnaire (SDQ) and the Child Sleep Habit Questionnaire (CSHQ) respectively. Results: In terms of PA, the children's total physical activity (TPA), low-intensity physical activity(LPA) and medium-intensity physical activity (MVPA) were all higher after lock down than before lockdown, with significant differences in MVPA (p<0.05). In terms of psychology, the children's SDQ scores and multidimensional scores were better after lockdown than before lockdown, with a significant difference in SDQ scores (p<0.05). In terms of sleep, children's CSHQ scores were better after lockdown than before lockdown, with a highly significant difference in CSHQ scores (p<0.01). Conclusion: After lockdown, children's PA, psychological and sleep effects were all "supercompensation". In particular, the PA of preschoolers before, during and after lockdown may show a "baseline-inhibition-supercompensation" process.

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Section: Physical Activitymentioning

confidence: 99%

The 'Supercompensation' effect of children's lockdown during COVID-19: based on the analysis of changes in physical activity, sleep and psychology

Li,

Zhao,

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

The “supercompensation” effect of children’s lockdown during COVID-19: based on the analysis of changes in physical activity, sleep, and psychology

Li,

Zhao,

et al. 2024

BMC Public Health

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Objective To investigate the “supercompensation” effect of preschoolers during the coronavirus disease 2019 lockdown by comparing the changes in physical activity (PA), psychological, and sleep indicators before and after the lockdown. Methods A total of 127 children (aged 3–6 years) were recruited. Before and after the lockdown, the children’s PA levels were measured using the ActiGraph GT3X+, and their psychological and sleep indicators were measured using the Strengths and Difficulties Questionnaire (SDQ) and Child Sleep Habit Questionnaire (CSHQ), respectively. Results Regarding PA, the children’s total physical activity, low-intensity physical activity, and medium-intensity physical activity (MVPA) were higher after the lockdown than before the lockdown, with significant differences in MVPA (p < 0.05). Regarding psychology, the children’s SDQ and multidimensional scores were better after the lockdown than before the lockdown, with a significant difference in SDQ scores (p < 0.05). Regarding sleep, the children’s CSHQ scores were better after the lockdown than before the lockdown, with a highly significant difference in CSHQ scores (p < 0.01). Conclusion After lockdown, children’s PA, psychological, and sleep effects were “supercompensated.” In particular, the PA of preschoolers before, during, and after the lockdown may show a “baseline-inhibition-supercompensation” process.

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#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education

Peretti,

Kubiatko,

Caruso

et al. 2024

Front. Educ.

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BackgroundThe digital revolution has deeply affected every aspect of our daily lives, including education, transforming how we learn and teach. In Italy, this transformation has occurred naturally for the alpha generation, born in the era in which technology is an integral part of their education. Conversely, for teachers who are not digital natives, adapting to this technological era is a considerable challenge. This challenge is increasing for Italian teachers working with preschoolers. Indeed, prior to the COVID-19 pandemic, such technologies were sparsely utilized within early education. This study aims to explore Italian teachers’ beliefs through internal factors—i.e., self- efficacy, outcome expectations, and interest, toward the integration of educational technology in teaching.MethodsTo this end, the standardized Intrapersonal Technology Integration Scale was selected to measure the Italian teachers’ beliefs. The study includes 180 teachers working with the alpha generation, which encompasses children currently attending pre-kindergarten, kindergarten, and primary education.ResultsThe results obtained from the comparison among the three groups of teachers (pre- kindergarten, kindergarten, and primary education) on the internal factors are manifold. Mainly, although all teachers are interested in educational technologies, there is a reluctance and low self-efficacy perception to use them with preschoolers. Specifically, pre-kindergarten teachers perceive themselves as less effective and satisfied using such technologies than kindergarten and primary teachers. Moreover, greater teachers’ age and greater teaching experience predict a lower level of perceived self-efficacy and outcome expectations, highlighting resistance toward technological change. All results and their implications are detailed in this text.DiscussionThis study suggests focusing on perceived self-efficacy, offering customized training to enhance it, exploiting the teachers’ interest, enriching teachers’ knowledge through scientific dissemination seminars, and using an effective method. To conclude, understanding teachers’ beliefs is a challenge to better meet the needs of the digital-native generation and harness the potential of educational technologies in childhood education.

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Children's services and the COVID‐19 pandemic in Italy: A study with educators and parents

Cited by 3 publications

References 34 publications

The 'Supercompensation' effect of children's lockdown during COVID-19: based on the analysis of changes in physical activity, sleep and psychology

The 'Supercompensation' effect of children's lockdown during COVID-19: based on the analysis of changes in physical activity, sleep and psychology

The “supercompensation” effect of children’s lockdown during COVID-19: based on the analysis of changes in physical activity, sleep, and psychology

#InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education

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