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Background: The pandemic of Covid-19 impeded all socio-economical, pedagogic, and recreational activities. Pakistan is facing an intensified educational crisis due to previous educational differences, so the era of the pandemic has shown difficulties in the educational framework. Aim(s): Awareness among parents and students to combat challenges of pandemic. Method(s): The current study is based on random quantitatively study which gathered data from 300 respondents assembled from different areas of Lahore, Pakistan from June 2020 to July 2021. The responses were collected from students, teachers, and parents that how homeschooling compromises student's physical, psychological, and emotional health. Result(s): About 76% of the students favoured traditional classes over online classes whereas only 20% of the students found the online session interactive. In the other section, only 15.33% of the teachers were satisfied by the online results and they complained about the poor performance and interaction with the students. Overall, 81.67% parents agreed that there is a decline in the physical activity of their children. The results of this study suggested that social distancing and the emerging challenges associated with Covid- 19 have entirely changed the education system that has caused number of problems for children, parents, and teachers in Pakistan. Practical implication: This study highlights pros and cons of online study;such studies give students and teachers a way to prepare for future challenges. Conclusion(s): Considering all outcomes of study, it is highlighted that policy-level interventions were needed, along with well-designed interactive courses. Hence, integrated approaches based on the mental as well as physical capabilities of the students must be executed, and e-tools must also be practiced in traditional classes to fill the gap of homeschooling.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.
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We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.
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The main objective of this article is to show the challenges faced by primary schools in Spain, included in the Sustainable Development Goals (SDGs) and in the post-covid era. Challenges that range from the training and preparation of teachers in digital skills to the availability of digital resources in schools and in the homes where primary school students spend their lives, as well as additional specific digital training for mothers-fathers and for the students themselves. The objective is to generalize the familiarity of students, mothers-fathers, and teachers with digital devices and with the telematic learning model, not as a substitute for face-to-face teaching, but as training support for face-to-face teaching. The data we use comes from the TIMSS 2019 Report microdata file, published by the International Association for the Evaluation of Educational Achievement OEA) in December 2020, with a sample for Spain of 501 primary schools and 9,555 students. This database allows us to contextualize the digital capacities of schools, teachers, and students (with answers from families) of primary education in Spain, just before the pandemic, and, with it, show the challenges that face in its future, in accordance with the SDGs.
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This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees' written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees' creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees' limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers' competence in multimodal pedagogy.
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Since 2000, there has been enormous progress in achieving the target of universal primary education. The United Nations Development Programme (UNDP) reports that while the total enrolment rate in developing countries has reached 91%, the quality of education is lagging. The report says that six out of ten children are not achieving a minimum level of proficiency in reading and math. Goal 4 of UNDP's Sustainable Development Goals (SDGs) aims to ensure that all children complete primary and secondary schooling by 2030. However, COVID-19 has added a sense of crisis to the existing inadequacies and inequities in our education system. Learning opportunities often remain closed for children from disadvantaged communities when schools are shut. A misalignment exists between resources and needs. Further, many innovations have emerged in tackling the issues around primary education in almost all countries, rich or poor, around the world. The chapter presents data collected during a pilot implemented by Akshara Foundation, an educational NGO, in the southern state of Karnataka in India. The data gathered presents the direct and indirect impact of COVID-19 on the education of children. Children studying in government schools are the worst hit during the pandemic. The uncertainties of school reopening, lack of clarity in guidelines on what needs to be done for engaging children in the educational process, and of course the great digital inequality have created a deeper crisis in education in general and more so for the most vulnerable sections of society. On the one hand, livelihoods are slowly rolling back, while on the other hand, children have been left in a nowhere situation, as most of the parents went get back to their respective occupations. Many children were left behind without sufficient adult supervision while their parents were out doing their jobs. Schools, in general, were also perceived as a safe place for children to be during a substantial period of the day with children provided with midday meals and engaged in learning activities. While the pandemic has thrown many challenges, current times also demand gathering of evidence from the grass roots to understand the damage caused by the pandemic. The chapter ends by presenting the innovative pilot Akshara Foundation implemented in Southern India as a possible solution when schools are closed and also after the reopening of schools. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer 2022.
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The main natural risk in the Mediterranean region is flooding. Therefore, in Spain, explaining this issue in Primary Education classrooms of Social Sciences should be a priority and is established as such in the current curriculum. The aims of this study are to carry out an analysis of the contents on flood risk included in the Social Science textbooks (3rd cycle;5th and 6th) of Primary Education of the leading publishers used in Spain (Anaya, Bromera, Santillana, SM and Vicens Vives), in terms of: (1) the meaning of this phenomenon;(2) the causes and consequences of floods;and (3) an analysis of the images (catastrophism and territory location) that are included in the textbooks to explain these events. The results indicate that there is no complete definition of flood risk provided in these textbooks;the information is mainly related to the physical factor (atmospheric event). There is no specific mention of how human beings affect risk (vulnerability and exposure factor). With respect to the causes of floods, the analysis finds confusion in the explanations from the different textbooks and publishers, and the images that are included are sensationalist, highlighting the catastrophism without indicating to which territory it refers. [ FROM AUTHOR] Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The use of the internet and in particular social networks have altered social interaction, even increased with COVID-19. In the case of children and adolescents, considered early users, they have remained exposed to negative virtual environments. The purpose of this study is to identify the knowledge that children and adolescents have about the implications in the use of social networks to reduce the risk of sexual harassment online, in the face of the pedophilic deception known as grooming. A survey was applied to 251 boys, girls and adolescents between the ages of 10 and 14, who are in the fifth and sixth year of primary school in four public educational centers in the municipality of Zapopan, Jalisco-Mexico. It is evident that the students are unaware of the term grooming;however, 8.76% have been exposed to a situation of online sexual harassment;boys 10.86%, while girls 6.19%. Girls show greater vigilance in the use of the Internet and social networks (26.79%), compared to boys with 15.94%. It is concluded that the prevalence of risk in the school zone analyzed is strictly linked to the plans of the educational centers and in the training of teachers, parents and the community © 2023, Revista de Ciencias Sociales.All Rights Reserved.
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This study explored the impacts of the COVID-19 pandemic on the mental health and wellbeing of primary school aged children in the UK, through the perspectives of teachers and parents through surveys and interviews. Results highlighted the heterogeneity within children's experiences and the detrimental impacts of the lockdowns on social development. Importantly, many participants also drew attention to the benefits of the less pressurised schooling, which were perceived as having a positive impact on behaviour, wellbeing and academic progress. The paper applies insights from the findings to the reimagining of primary education to support children's flourishing post-pandemic. It contends that prioritising children's social and emotional development is key to supporting children's flourishing in the recovery period and is a prerequisite for effective learning more widely. However, the paper argues for a critical ecological approach to wellbeing in schools: while individualised interventions such as counselling may be part of the solution, what is needed is a deeper and longer-term transformation of the system in which time and capacity for fostering strong relationships and children's active engagement are placed at the heart of primary education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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The main objective of this study is to analyze the effect of institutional quality on education quality in developing countries. The literature review explores the channels through which institutional quality transits to affect education quality. The empirical analyses cover a sample of 82 developing countries. The main results obtained using ordinary least squares and two-stage least squares estimators show that institutional quality has a positive effect on student achievement and school completion, and a negative effect on educational failure. Concerning the role of transmission channels, the results show that a deterioration in institutional quality, characterized in particular by the presence of corruption, political instability, or the deterioration of government effectiveness, reduces the effectiveness of public spending on education and the quality of teaching through unethical behavior of teachers and the recruitment of untrained or less trained persons to carry out teaching tasks.
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Students' well-being at school influences their motivation for learning and their learning outcomes. One of the challenges for teachers during the school closure due to the Covid-19 pandemic was therefore the school-related well-being of students. This mixed methods research describes the way teachers in Amsterdam, Zaandam and Almere organized their teaching during the (partial) school closure in the first lockdown (March 2020) and analyzed its influence on students' well-being at school. The study focused specifically on well-being of students in relation to their classmates and teacher. 534 students completed a questionnaire about their school related well-being, and 52 teachers were interviewed. On average, there was no difference in students' school related well-being before and after the period of school closure. The interviews revealed differences between teachers regarding the organization of their distance teaching which correlated to the well-being of students. The organization of contact between students, the extent to which students were reached and the nature of the lesson content offered (repetition and/or new material) correlated with students' well-being at school. The results of this research can support schools in organizing distance teaching.
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Self-regulation is essential for learning, especially during times of distance education during the Covid-19 pandemic. Teachers are important initiators of the development of self-regulatory skills. In the present study, teachers' theoretical and practical knowledge about self-regulation as well as the degree to which they support self -regulation in their teaching during face-to-face and distance education were mapped. 122 primary education teachers completed the online questionnaire that consisted of the Self -Regulated Learning Inventory for Teachers supplemented with open questions. The analyses showed teachers had incomplete knowledge about self-regulation but were did know both direct and indirect interventions to promote self-regulation. Furthermore, teachers paid significantly less time on skills important in the forethought phase and the self-reflective phase and more on performance phase skills during distance education compared to face-to-face education. Their answers to the open-ended questions provided additional insights. The results are discussed considering the theory and implications for practice.
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Background: We sought to assess the anxiety and depression scores of pregnant women in Hong Kong during the COVID-19 pandemic and to evaluate the impact of demographic, economic and social factors on these scores. Method(s): This was part of an ongoing worldwide cross-sectional study conducted from 22 May 2020 to 28 February 2021. Data were collected through an anonymous web-based survey. The severity of depression and anxiety was assessed using the Patient Health Questionnaire-9 (PHQ-9) score and the General Anxiety Disorder-7 (GAD-7) score, respectively. Result(s): A total of 361 participants completed both the GAD-7 and PHQ-9 questionnaires. Participants with psychiatric illness reported a significant higher median GAD-7 score (6.00, interquartile range [IQR] 3.00-7.75 vs. 2.00, IQR 0.00-6.00, p = 0.001), while the median PHQ-9 score was also higher but was not statistically significant (6.50, IQR 3.00-11.00 vs. 5.00, IQR 3.00-8.00, p = 0.066). A higher proportion of participants with psychiatric illness reported moderate-severe depression and anxiety (35.7% vs. 16.5%, p = 0.002, 17.8% vs. 3.6%, p < 0.001 respectively). Multivariate regression analysis demonstrated that financial difficulty, in education and pregnancy by in-vitro fertilization were associated with a higher PHQ-9 score in pregnant women during the COVID-19 pandemic, while underlying psychiatric illness was associated with a higher GAD-7 score. Support from a partner was demonstrated to be associated with a reduced level of depression and anxiety in pregnancy. Conclusion(s): Pregnant women with underlying psychiatric illness were more vulnerable during the COVID-19 pandemics than the non-psychiatric counterparts. Partner support is important for alleviating depression and anxiety in pregnancy during the COVID-19 pandemic. Clinical Trial Registration: The study was registered at http://www.clinicaltrials.gov, registration number NCT04377412.Copyright © 2023 The Author(s).
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Leprosy is a pathology known to mankind for centuries. The clinical manifestations of leprosy depend on the patient's immune reaction against Mycobacterium leprae, ranging from small hypochromic lesions and hypoesthesia to progressive and diffuse infiltrations of the skin, involvement of upper airway mucosa and involvement of cutaneous as well as nerve trunks. In some cases, and especially during reactions there are several manifestations and signs and symptoms of systemic involvement. The objective of the present study was to analyse the incidence of leprosy and the epidemiological parameters in the period from 2011 to 2021, in the Northeast of Brazil. The Notifiable Diseases Information System-SINAN of Brazil was consulted and is being reported on the detected cases of leprosy. The various parameters being discussed in the present study include sociodemographic aspects, types of injuries, clinical form, treatment regimen, degree of disability and clinical evolution. We were all during a global pandemic in 2020-21. The 2020-21 global pandemic of COVID-19 compromised the monitoring and recording of several diseases, which were left in the background. This fact may have contributed to the drop in the number of leprosy cases registered between 2020 and 2021 in the present study. There were 168,848 reported cases, of which 55.57% were males 62.87% were multiracial, most with low education level, until primary education, 35.63% had multiple skin lesions, 68.51% received treatment for the multibacillary type of disease, 26.83% (24.468) had neuronal impairment and, 71.74%, were considered cured. Despite the drop in the global number of cases observed in the region, several factors are still worrying, these require actions that contribute to the eradication of leprosy in the region, and these include programs that eradicate poverty, implementation of health programs that favour early diagnosis and treatment of leprosy cases, reduction of stigma and social exclusion of affected patients.Copyright © Hind Kusht Nivaran Sangh, New Delhi.
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A spread of COVID-19 has significantly influenced teaching methods at universities all over the world. In 2020, face-to-face lectures at our university were banned, or were allowed only with limited number of students. Thus, in an effort to keep high academic standards, teachers had to rely on synchronous and asynchronous forms of online learning. The paper analyze our experience with online learning of the subject Mathematics in Primary Education. We focus on several problems: an influence of a ban of face-to-face lessons to students' ability to pass the final test, difference in level of knowledge of full-time and part-time students, correlation between an average study mean and results in a final test, impact of online learning on the satisfaction of students with their results, students' preference of face-to-face lessons to online learning. The paper expands the results presented on the international conference XXXV DIDMATTECH 2022, published in the collection of abstracts © 2023, International Journal of Emerging Technologies in Learning.All Rights Reserved.
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The suspension of face-to-face teaching, due to the COVID-19 social distancing regulations, raised serious concerns about the impacts on children's academic learning. Because the implementation of distance education in Germany was entirely the responsibility of individual schools, and because the home learning environments varied across households, school children had very different learning conditions during the pandemic. This fact raises questions whether the conditions of distance learning has impacted children's development of basic number skills. In this paper, descriptive information on children's home learning conditions and teachers' distance teaching approaches during the pandemic, socio-cultural capital, and basic number skills of 484 third and fourth grade students (51.2% girls) in the state of North Rhine-Westphalia (Germany) are assessed. The data revealed risk factors such as not having a tablet/laptop, lack of access to the internet, or a learning environment with siblings without an adult family member present. A negative association was found between multiple risk factors (at-risk levels) in home learning and basic number skills. This link was partially mediated by socio-cultural capital and moderated by teachers' distance teaching approach. Children whose teachers applied a more personalized teaching approach showed fewer negative relations between at-risk levels and basic number skills. While no evidence was observed for positive effects of videoconferencing, school-based emergency classes, or private tutoring on basic number skills, children whose learning was supported by learning management systems showed better skills than their peers. The findings highlight the differential impact of home-based learning conditions during the pandemic and provide practical implications for realization of distance teaching. Copyright © 2023 Orbach, Fritz, Haase, Dowker and Räsänen.
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This Cross-sectional descriptive study aimed to examine the level of prevention measures and factors correlated with COVID-19 prevention behavior among 166 samples during October-November 2022. The data were collected by questionnaire with reliability 0.92. All data were analyzed by descriptive statistics, and Pearson Correlation Coefficient. The results showed that most samples were female 57.23% (average age of 45 years [SD. = 13.43]), marital status 68.67%, primary education 42.77%, farmer 66.27% (average monthly income of 7,453.01 baht [SD. =8,638.43]), no position in community 74.10%, never received training on COVID-19 69.88% and received COVID-19 information on social network 74.10%. The samples had knowledge, attitude, and social support at moderate level (12.47 +/- 2.06, 73.25 +/- 6.77, and 64.02 +/- 10.30 respectively). COVID-19 prevention behavior at high level (89.75 +/- 10.41). The factors associated with COVID-19 prevention behavior were income, knowledge, attitude, and social support (r = 0.195, p = 0.12;r =.341, p<.001;r = 0.601, p<.001, and r =.414, p< 0.001 respectively).Copyright © 2022 by authors. All rights reserved.
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Although the benefits associated with a healthy lifestyle are known, a large percentage of young people do not comply with the established recommendations for the different healthy behaviors, especially during Covid-19. Thus, the aim of this study was to design, implement, and evaluate the effects of a multicomponent and multilevel school-based program on multiple health-related behaviors in Primary Education students. For this, 12 students (M=10.33±1.07), from a multilevel Primary Education classroom of a rural school in Teruel, participated. This five-week program aimed to raise awareness about the importance of adopting a healthy lifestyle. The results showed an increase in daily physical activity and perceived health status after participating in the intervention program. Likewise, recreational screen time also showed a significant decrease. However, the students did not report significant differences in sleep duration, adherence to the Mediterranean diet, and quality of life. Thus, it seems convenient to develop multicomponent, multibehavioral, and multilevel school programs, involving different subjects and areas of action, as well as the entire educational community, to improve these healthy behaviors in young people from rural schools. © 2023, Federacion Extremena de Balonmano, University of Extremadura. All rights reserved.
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In this study, we aimed to determine Cypriot primary mathematics teachers' perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers' self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers' levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers' self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers' suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented. © 2023 by the authors.
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Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children's happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students' opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children's happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children's happiness within the framework of the researches that prompt us to rethink about students' happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided.
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This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.