‘Stranger-danger’ – Israeli children playing with the concept of ‘Corona’ and its’ impact during the COVID-19 pandemic

Cohén, Esther; Bamberger, Esther

doi:10.1080/21594937.2021.2005398

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Role-playing as an activity implies that the child takes on a role, and the plot is often taken from everyday life, books, and cartoons (Cohen and Bamberger, 2021;Kelly-Williams, 2021). The play is a free activity and, in fact, the main form of manifestation of the independence of children in preschool age, the unique possibility for the development of voluntary behavior.…”

Section: Cultural Context Of Children Playmentioning

confidence: 99%

Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

et al. 2023

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In this study, preschool teachers’ beliefs regarding play in preschool children in its various forms (role-play, rough-and-tumble play, digital play), and the process of its development in groups of children based on samples of Russian and Indian educators were examined. From Russia, 3,013 respondents (all women), aged 18–77 (M = 41.57; SD = 10.02) took part in the study, and 116 respondents (10.34% men), aged 23–50 (M = 36; SD = 9) from India also participated. An original questionnaire aimed at assessing attitudes toward different types of play in preschool educators was used. This instrument consisted of various sections which focused on the understanding of play and its place in the everyday routine of the child group, role-play patterns characteristics (i.e., preferred plots, play materials, course of the play), rough-and-tumble play practice, attitudes toward digital play, and educators’ play competence (self-assessment regarding difficulties with joining the play, suggesting a plot or materials for play, etc.). Our main finding was that although the vast majority of educators in both cultures recognize the value of play for child development, this belief does not find practical expression in the daily life of the child group. Our data showed that Indian educators are more likely to be mediators of children’s experience in play, while their Russian counterparts are more likely to be engaged in the role-play with the children. The content characteristics of play among children in Russia and India were also described. There are differences in attitudes toward digital play: more experienced teachers have a more positive attitude toward the activities of children with digital devices, they see opportunities for the development of a child in digital play. At the same time, teachers in whose groups children enter into digital play not only have a positive attitude toward this type of play but also evaluate themselves more positively in the process of playing with children.

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Section: Cultural Context Of Children Playmentioning

confidence: 99%

Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

et al. 2023

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Associations Between Changes in 24-Hour Movement Behaviors in Children and Adolescents During the COVID-19 Pandemic: A Systematic Review and Mediation-Based Meta-Analysis

Neville,

Hopkins,

McArthur

et al. 2024

Journal of Physical Activity and Health

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Background: Although 24-hour movement behaviors are known to be interconnected, limited knowledge exists about whether change in one behavior during the COVID-19 pandemic (eg, increased screen time) was associated with change in another (eg, reduced physical activity or sleep). This review estimates mediational associations between changes in children’s physical activity, screen time, and sleep during the COVID-19 pandemic. Methods: We included studies published between January 1, 2020 and June 27, 2022, in the PubMed/MEDLINE, Embase, PsycINFO, SPORTDiscus, and Web of Science databases. Summary data were extracted from included studies and analyzed with random-effects meta-regression. Results: This review included 26 studies representing 18,959 children across 18 mid-high-income countries (53% male; mean age, 11.5 [2.9] y). There was very good evidence of decreased total daily physical activity (factor change, 0.62; 90% CI, 0.47–0.81) and strong evidence of increased screen time (1.56; 90% CI, 1.38–1.77). There was very good evidence of decreased moderate to vigorous physical activity (0.75; 90% CI, 0.62–0.90) and weak evidence of increased sleep (1.02; 90% CI, 1.00–1.04). Mediational analysis revealed strong evidence that most of the reduction in total daily physical activity from before, to during, the pandemic was associated with increased screen time (0.53; 90% CI, 0.42–0.67). We observed no further mediational associations. Conclusion: Increased reliance on and use of screen-based devices during the COVID-19 pandemic can be linked with reduced child and adolescent physical activity. This finding links COVID-related restrictions to potential displacement effects within child and adolescent 24-hour movement behavior.

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16. ‘We Stayed Home and Found New Ways to Play’

McKinty,

Hazleton,

von der Borch

2023

Play in a Covid Frame

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In 2020 the familiar, everyday routines of people's lives were turned upside-down, seemingly overnight, as the Covid-19 pandemic swept around the globe. Schools and businesses closed and holidays were spent at home under lockdown, with 'stay-at-home' restrictions significantly affecting the way children could play. In response to the upheaval in children's lives, the Pandemic Play Project began. An independent, online research study using a folkloristic approach, the project aimed to document the effects of the coronavirus pandemic on the play lives of Australian children. Key findings from the project relate to the important role of adults in helping children stay playful during lockdown, children's creativity, imagination and resourcefulness in their play, and how traditional forms of play were adapted to accommodate and incorporate personal experiences, fears and social changes associated with the pandemic, particularly in the digital world which became a lifeline for many children during the lockdowns. Opportunities for play depended on where children lived and their ability to access resources. Children with backyards played outside and built cubbies but for families shut in cramped high-rise public housing, with no access to outdoor playing spaces, lockdown was a nightmare. This chapter describes some of the ways children were able to remain playful during the long months of lockdown and the determination of adults to support their well-being through play

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‘Stranger-danger’ – Israeli children playing with the concept of ‘Corona’ and its’ impact during the COVID-19 pandemic

Cited by 3 publications

References 25 publications

Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

Associations Between Changes in 24-Hour Movement Behaviors in Children and Adolescents During the COVID-19 Pandemic: A Systematic Review and Mediation-Based Meta-Analysis

16. ‘We Stayed Home and Found New Ways to Play’

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