Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia

Zorec, Marcela Batistič; Peček, Mojca

doi:10.1007/978-3-030-96977-6_6

Cited by 4 publications

(1 citation statement)

References 34 publications

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“…This paper contributes to the emerging evidence that captures children's voices during the pandemic (Cuevas-Parra, 2020;Hall et al, 2021;Lomax et al, 2022;Lundy et al, 2021;Luo et al, 2022;Williams et al, 2022;Zorec & Peček, 2022). Whilst such research foregrounds the impact of the pandemic on children's everyday lives, absent is a focus on the power dynamics at play, especially between adults and children.…”

Section: Introductionmentioning

confidence: 96%

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

et al. 2022

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This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices.

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Section: Introductionmentioning

confidence: 96%

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

et al. 2022

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Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being

Watts

Pattnaik

2022

Early Childhood Educ J

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The negative impacts of COVID 19 on children's holistic development have been reported by researchers around the world. This qualitative study explored teachers' and parents' perspectives on the impact of physical/social distancing and school closure policies on children's socioemotional development. The study was conducted in fall 2020. The sample included four U.S. Preschools teachers (for 4-year-olds), four international preschool teachers (for 4, 5-year-olds), three U.S. Kindergarten teaches (for 5-year-olds), and 4 U.S. parents of 4 and 5-year-olds. Interviews were conducted over Zoom. Participants shared that the social deprivation experienced by children such as lack of friendships, absence of peer learning and peer communication, loss of play time, and lack of socialization impacted their children's socialization skills, higher order thinking development, mental health, and activity levels. Participants also shared that their children exhibited externalizing behaviors such as acting out, throwing tantrums, seeking negative attention, aggressiveness, lying, and showing disrespect. Participants reported children's life skills acquisition issues such as their over reliance on parents and difficulty in performing routine tasks. Participating teachers who taught 5-years-olds reported lower levels of fine motor skills among their students. The findings of the study suggest that although children have experienced severe academic learning loss during the pandemic, the post-pandemic ECE curriculum must keep a strong socio-emotional and practical life skills focus which contributes to children's overall well-being. Future studies may adopt a mixed method design in multi-country contexts to evaluate the impact of interventions implemented by early childhood programs on children's socioemotional health.

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Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

Carpenter,

Siegel,

Urquiola

et al. 2023

Children & Society

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Research from the perspective of parents, educators and mental health professionals has documented the negative impacts of pandemic isolation on children, but few studies have sought children's own perspectives on this difficult year. The current study aims to provide a first‐person perspective on children's psychological health by asking children directly about their experiences of isolating at home. We interviewed 28 seven‐ to eleven‐year‐olds in early days of lockdowns with follow‐ups 6 months later. Children answered questions about family, school, friendships and feelings about the changes in their lives during lockdown. Children's reflections showed resilience, adaptability, positive appraisals and an ability to maintain meaningful social connections. This data underscores the value of including children's narratives to better understand the pandemic's lasting effects on their lives.

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Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia

Cited by 4 publications

References 34 publications

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Perspectives of Parents and Teachers on the Impact of the COVID-19 Pandemic on Children’s Socio-Emotional Well-Being

Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

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