Young chinese children's remote peer interactions and social competence development during the COVID-19 pandemic

Luo, Wenwei; Berson, Ilene R.; Berson, Michael J.; Han, Sophia

doi:10.1080/15391523.2021.1906361

Cited by 18 publications

(15 citation statements)

References 45 publications

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“…Third, given that children’s physical interactions with peers were restricted due to school closure and social distancing (e.g., Fegert et al, 2020 ; The Government of Hong Kong special Administrative Region Press Releases, 2020 ), some of the items of prosocial behavior subscale of SDQ (Goodman, 1997 ) might not be applicable to the present findings. Although the findings involving the original vs. the shortened prosocial behavior subscale were similar, further studies should examine children’s prosocial behavior in diverse contexts, such as remote interactions with peers (e.g., remote play and online chat with peers; Luo et al, 2022 ) and physical interactions between siblings and other family members at home. Fourth, in this study we did not measure other types of stress, such as financial stress and mothers’ pre-existing parenting stress, as control variables.…”

Section: Discussionmentioning

confidence: 84%

“…Although the findings involving the original vs. the shortened prosocial behavior subscale were similar, further studies should examine children's prosocial behavior in diverse contexts, such as remote interactions with peers (e.g., remote play and online chat with peers; Luo et al, 2022) and physical interactions between siblings and other family members at home. Fourth, in this study we did not measure other types of stress, such as financial stress and mothers' pre-existing parenting stress, as control variables.…”

Section: Limitations and Future Directionsmentioning

confidence: 81%

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Mindful Parenting Mediated Between Mothers’ Perceived Stress During COVID-19 and Child Adjustment

Cheung

Wang

2022

Mindfulness

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Objectives Maternal stress is associated with a myriad of maladjusted outcomes among children. To identify the role of mindful parenting between mothers’ stress and child adjustment during the COVID-19 pandemic, this study tested competing hypotheses with mothers’ mindful parenting as a mediator versus a moderator. Methods A total of 172 Chinese mothers of preschool-aged children participated in this study. Participants completed a self-report measure of stress during COVID-19 and mindful parenting, as well as a mother-report measure of children’s prosocial behavior, internalizing problems, and externalizing problems. Structural equation models were conducted to examine the mediation versus moderation effects of mindful parenting between mothers’ stress during COVID-19 and child adjustment, after controlling for family income, children’s age, sex, and adjustment at baseline. Results Findings indicated that mindful parenting mediated the link between mothers’ stress during COVID-19 and child adjustment, including internalizing problems, externalizing problems, and prosocial behavior. A test of competing hypothesis showed that mindful parenting did not moderate between mothers’ stress during COVID-19 and child adjustment. Conclusions This study revealed the mediating effects of mindful parenting between mothers’ perceived stress during COVID-19 and child adjustment. The findings inform researchers and practitioners about mindful parenting as a potential mechanism between maternal stress and child adjustment during the pandemic.

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Section: Discussionmentioning

confidence: 84%

Section: Limitations and Future Directionsmentioning

confidence: 81%

Mindful Parenting Mediated Between Mothers’ Perceived Stress During COVID-19 and Child Adjustment

Cheung

Wang

2022

Mindfulness

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“…IoT and social media allow children to blur the physical environment with an online environment where digital and non-digital elements exist synchronously. IoT and social media facilitate children's interaction with the broader environment while playing virtually and examine how the blurred boundaries for informal and formal social interaction education are well intertwined, of course, through fun learning (Luo et al, 2021;Mantovani et al, 2021). IoT and social media invite all elements of children's education, especially parents and teachers, to explore possibilities to develop children's interaction and cognitive capacities such as creativity, inquiry abilities, and design thinking and how children can be empowered to gain relationships by involving them in the process virtual social interactivity.…”

Section: Discussionmentioning

confidence: 99%

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

2022

pegegog

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This research invites us to analyze how IoT through social media is transformed as an educational medium for social interaction for children during the Covid-19 pandemic. This study also identifies how parents, teachers, and children perceive social interactions before and after the pandemic. This research method uses embedded mixed methods by utilizing a qualitative approach through virtual ethnography and borrowing a questionnaire to complement the qualitative data. The survey of responses in this study was obtained from 100 parents and children who carried out learning activities at home from April 2020 to April 2021.The results show that the transformation of IoT and social media has had a significant impact on children's education in social interaction, owing to their interactive nature. Thus, IoT and social media can evolve into additional artifacts that act as mediators in the post-millennial generation, rather than as a form of culture. When social media and online games are introduced into a child's environment, it has been demonstrated that they mediate their conceptualization of learning and cognitive development, among other agents through the interactions between teachers, children, and technology, children conceptualize higher mental functions such as continuous and ongoing problem-solving dispositions, as well as language acquisition and social learning. The effect of technology on human interaction results in the transformation of social functions into individual mental functions, a process facilitated by modern technology.

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“…Bourke and Loveridge (2018) assert that the use of a CRAG can also reduce the likelihood of the exclusion of marginalised voices, facilitating greater autonomy for diverse groups of children to highlight matters of direct importance to them (Groundwater‐Smith et al, 2015; Mann et al, 2014). During COVID‐19, the possibility of technology‐mediated socially distanced participatory research with children has emerged (Cuevas‐Parra, 2020; Hall et al, 2021; Lomax et al, 2022; Lundy et al, 2021; Luo et al, 2022). This paper extends this work by focusing on the power dynamics that are embedded in these participatory approaches and how these can influence children's participation.…”

Section: Children As Co‐researchers In Pandemic Timesmentioning

confidence: 99%

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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Young chinese children's remote peer interactions and social competence development during the COVID-19 pandemic

Cited by 18 publications

References 45 publications

Mindful Parenting Mediated Between Mothers’ Perceived Stress During COVID-19 and Child Adjustment

Mindful Parenting Mediated Between Mothers’ Perceived Stress During COVID-19 and Child Adjustment

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

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

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