Preschool teacher practices and beliefs about digital technology use in classrooms

The focus of this dissertation centers around the beliefs that early education teachers hold regarding the role digital technology plays in the learning and development of young children and how those beliefs are implemented in the classroom. Although there is some previous research on this topic not enough is known about digital technology beliefs and practices at the preschool level. Thus, the focus of this dissertation centers around including the "voices of preschool teachers."Using a mixed methods approach via survey and selected follow-up interviews;100 preschool teachers expressed their beliefs and practices about digital technology use. Three groupings emerged;one group that favored using technology with young children, one group that favored technology use but with limitations, and a final group that did not see any benefit in using technology with young children. Preschool teachers also related the role technology may play in the learning and development of young children and levels of technology access. Almost all teachers reported that they had access to at least one electronic device;children's access, however, was much more limited.Lived experiences as teachers worked through the COVID-19 pandemic were also reported. Many teachers found that they were able to form better connections with parents and families via an electronic format, often at times that were more convenient for parents to talk. Teachers also reported learning how to use various types of digital technology during the COVID-19 pandemic and they reported continuing to implement what they had learned. Teachers' beliefs about technology use in classrooms by teacher demographics were tested to detect whether there were differences between the three belief groupings. The results indicated that when teachers received technology support they were more likely to have favorable beliefs about technology use. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Preschool children's screen time during the COVID-19 pandemic: associations with family characteristics and children's anxiety/withdrawal and approaches to learning.

With schools closed due to the COVID-19, many children have been exposed to media devices for learning and entertainment, raising concerns over excessive screen time for young children. The current study examined how preschoolers' screen time was associated with their family characteristics and anxiety/withdrawal and approaches to learning during the COVID-19 pandemic. Participants were 764 caregivers of 3- to 6-year-old children (mean age = 59.07 months, SD = 12.28 months; 403 boys and 361 girls) from nine preschools in Wuhan, China, where the pandemic started. The effects of family characteristics on children's screen time during the pandemic outbreak and the associations between screen time and children's anxiety/withdrawal and approaches to learning were examined using path analysis. The results showed that children who spent more time on interactive screen use (e.g., playing with tablets) showed higher levels of anxiety/withdrawal and fewer positive learning behaviors. Unexpectedly, children who spent more time on noninteractive screen use (e.g., watching TV) showed lower levels of anxiety/withdrawal. Additionally, children's screen time was related to family characteristics: children living in more chaotic families with fewer screen time restrictions spent more time on screen use after the pandemic outbreak. The findings suggest that young children's frequent use of interactive screens, such as tablets and smartphones, might be harmful to their learning and wellbeing during the pandemic. To mitigate the potential negative effects, it is essential to manage the screen time of preschoolers by establishing rules for their interactive screen use and improving the household routines related to the overall screen use.

Occupational therapists' Perspectives of Using Telehealth for Youth with Autism Amidst the COVID-19 Pandemic in the UK: A Pilot Qualitative Study

The COVID-19 national emergency led to a surging demand for telehealth expansion within pediatric occupational therapy. Despite the growing literature on telehealth as a response to COVID-19, few studies explore the use of telehealth for children and young people with autism spectrum disorder (ASD). This pilot study aimed to understand the experiences of occupational therapists adapting to a virtual delivery service model amidst COVID-19 to support youth with ASD. The researchers used a qualitative research design. Semi-structured, video-based interviews were used to collect data. Interviews were analyzed using thematic analysis. This study included 3 UK registered occupational therapists. Four themes emerged from the data: 1. "Telehealth is Reducing Social Anxiety" 2. "Parents End Up Becoming Your Therapy Assistants" 3. "Nothing Will Replace Face to Face for Assessments" 4. "You Definitely Have to Be More Creative." The themes report that telehealth can reduce social anxiety, increase skill transferability, and improve family involvement. Participants indicated that shorter sessions, movement-based interventions, planning and adapting to home-based resources were strategies that overcame the limitations of virtual therapy. The findings contrast with some previous research that found that telehealth may inhibit engagement and may strain the therapeutic rapport. This study supports existing literature that telehealth can enhance engagement, family involvement and generalization of skills. Findings from this study support the use of telehealth to deliver occupational therapy services for children and young people with ASD, but it is recommended that telehealth should not be a one size fits all service delivery model. Further larger-scale research is needed to confirm the study findings and to explore the family and young person's perspectives of using telehealth.

Children's digital friendship practices during the first Covid-19 lockdown

During the Covid-19 pandemic, digital technologies have come to the forefront of most people's social, professional, and educational lives, and children have, like everyone else, depended on digital media for remote schooling as well as informal communication with their peers. This article presents results from a qualitative interview study among 20 Danish children, aged 3-12, and their parents during the spring and summer of 2020. As would be expected, age predicted a certain level of proficiency with, and access to, digital media technologies. However, children across the age spectrum of our sample relied on adult facilitation of digital practices in similar ways during a time where these were foregrounded in unforeseen ways. We discuss these findings in relation to a triadic theoretical framework of distributed agency, dynamic affordances, and access-oriented aspects of children's practices with communication technology. © 2023 The Author(s).

The impact of COVID-19 on the family and working life of fathers with young children

This study examined the impact of COVID-19 on the working style of fathers raising young children and its influence on their family and working life. Fathers with full-time jobs (N = 606) participated in this study in August 2020. The results indicated the following conclusions, (a) Only fathers in certain conditions (desk work, college graduate, high income, etc.) increased the number of days working from home, (b) The fathers who worked from home because of COVID-19 reported "doing family" (active, responsive, and generative involvement in the family) more than others, (c) The fathers who worked from home and had working spouses negotiated more with their spouses and work colleagues, (d) Changes in working style increased "doing family," and improved satisfaction with family and work, and the satisfaction with their lives. Actualizing fathers' life careers through the societal change of work environments was discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Comparisons of School-Day Glycemia in Different Settings for Children with Type 1 Diabetes Using Continuous Glucose Monitoring

Objective. Using continuous glucose monitoring (CGM), we examined patterns in glycemia during school hours for children with type 1 diabetes, exploring diferences between school and nonschool time. Methods. We conducted a retrospective analysis of CGM metrics in children 7-12 years (n = 217, diabetes duration 3.5 +/- 2.5 years, hemoglobin A1c 7.5 +/- 0.8%). Metrics were obtained for weekday school hours (8 AM to 3 PM) during four weeks in fall 2019. Two comparison settings included weekend (fall 2019) and weekday (spring 2020) data when children had transitioned to virtual school due to COVID-19. We used multilevel mixed models to examine factors associated with time in range (TIR) and compare glycemia between in-school, weekends, and virtual school. Results. Tough CGM metrics were clinically similar across settings, TIR was statistically higher, and time above range (TAR), mean glucose, and standard deviation (SD) were lower, for weekends and virtual school (p < 0.001). Hour and setting exhibited a signifcant interaction for several metrics (p < 0.001). TIR in-school improved from a mean of 40.9% at the start of the school day to 58.0% later in school, with a corresponding decrease in TAR. TIR decreased on weekends (60.8 to 50.7%) and virtual school (62.2 to 47.8%) during the same interval. Mean glucose exhibited a similar pattern, though there was little change in SD. Younger age (p = 0.006), lower hemoglobin A1c (p < 0.001), and insulin pump use (p = 0.02) were associated with higher TIR in-school. Conclusion. Although TIR was higher for weekends and virtual school, glycemic metrics improve while in-school, possibly related to benefcial school day routines.

Modifications of intrafamily relationships in French families with young children during the first COVID-19 lockdown

Introduction. - In the context of the COVID-19 pandemic, the French state implemented containment measures requiring parents to stay at home with their children, while ensuring, in addition to daily tasks and work, their schooling. Objective. - The objective of this publication is to present the modifications of parent-child and spousal relationships during this period and their main sources according to the parents. Method. - An online questionnaire from 28 April 2020 to 29 May 2020 collected data from 490 French families with at least one child from birth to six years old. A content analysis of the discursive corpus was carried out with NVivo software (version 10). Quantitative statistical processing (using STATA software, version 16.1) tested the relationships between socio-demographic variables, as well as those relating to the parents' experiences, and "strained" and "strengthened" intrafamily relationships. Results. - While for 33.3% of the respondents, family relationships did not change, they became stronger for 42.5% and tense for almost a quarter (24.3%). Conclusion. - Understanding the sources of tension experienced by families of young children during lockdown, as well as what enabled other families to better cope with this situation, may enable measures to be implemented to deal with the consequences of the discomfort generated by the lockdown and to avoid further psychological problems during possible future ones. (c) 2022 Societe Francaise de Psychologie. Published by Elsevier Masson SAS. All rights reserved.

Information Milieu and Play in Lockdown: The Cute, the Ugly, and the…

This study is an investigation of young children's information needs and their seeking and discovery behaviors in the context of playing the popular Nintendo Switch life simulation game, Animal Crossing: New Horizons (AC:NH). The children in this study perceived AC:NH as an ideal escape from the challenges of the COVID-19 lockdown, and effectively utilized the affordances of AC:NH and other related platforms to play, interact, and learn. The appealing AC:NH kawaii design, coupled with the anthropomorphized behaviors, minds, and emotions of the animal characters, encouraged the children to interweave perceptions and expectations, which led them to play out scenarios relevant to their own experiences and lives. © 2023 IEEE Computer Society. All rights reserved.

Parents' Discussions of the COVID-19 Pandemic and Death With Young Children.

Death and loss are often uncomfortable topics for adults to discuss with young children. Disruptions caused by the COVID-19 pandemic, however, made the avoidance of these topics nearly impossible. The current study explored how 20 parents engaged with their young children (ages 3-6) in discussions about death, dying, and loss as they jointly experienced this global crisis. Interviews were conducted both prepandemic (Summer/Fall 2019) and a year later, at the early stage of the COVID-19 pandemic, before vaccines were approved (Summer 2020). Results suggest parents largely sought to balance sheltering children from stress and socializing them with socioemotional competencies. The pandemic context, however, brought parents a sense of urgency to scaffold their children's ability to remain resilient after experiencing losses. Practical implications are discussed regarding how family nurses and other practitioners can provide support to families of young children during the COVID-19 pandemic and potential future global crises.

Drawing from and Expanding their Toolboxes: Preschool Teachers' Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children's Social and Emotional Learning During Remote Instruction Amidst COVID-19.

Building on aspects of Vygotsky's sociocultural theory centering around social interaction and adult scaffolding as essential to children's learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3-4) in the context of remote instruction during the 2021-2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28-44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom. The interviews were digitally recorded and then transcribed for analysis. A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children's SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children's SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children's SEL during remote instruction not traditionally found during in-person instruction. Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children's SEL.

Learning gain rather than learning loss during COVID-19: A proposal for reframing the narrative

"Learning loss" has become the new buzzword in education during the COVID-19 era. Learning loss may be real in certain academic subjects (e.g. mathematics and reading) for certain students, as indicated by standardized test scores. However, it only tells a partial story. The other part of the story actually indicates different kinds of learning gain that might have occurred for children experiencing non-conventional learning opportunities during the COVID-19 pandemic. Thus, the authors caution against subscribing to a learning-loss narrative, a deficits-based perspective, which can lead one to lose sight of children's potential learning gains that are not necessarily assessed or recognized. Against this backdrop, the authors offer four recommendations: (1) reframing the concept of "learning loss" to "learning gain";(2) applying a strengths-based model rather than a deficits-based model for understanding student learning;(3) investing in the development of the whole child;and (4) ensuring that we focus on young children's socio-emotional well-being (e.g. relationship-building) and not solely on the cognitive domains. [ FROM AUTHOR] Copyright of Contemporary Issues in Early Childhood is the property of Sage Publications, 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.)

Impact of the COVID-19 pandemic on the seasonality of respiratory syncytial viral infection.

The article presents an overview of current trends in the epidemiology of respiratory syncytial viral (RSV) infection, including its seasonality, under the impact of the COVID-19 pandemic, both according to world literature and taking into account monitoring epidemiological studies conducted in the Russian Federation. A detailed description of the dynamics of RSV detection in the period 2020-2021 and the beginning of 2022 in Russia according to the results of the all-Russian epidemiological monitoring is given. Epidemiological studies in different regions of the world, including Russia, have revealed the absence of seasonal rises in the incidence of RSV infection, characteristic of previous years, in 2020 and winter-spring in 2021 under the influence of the COVID-19 pandemic. In 2021-2022, a sharp increase in the incidence and hospitalization of children was noted against the backdrop of a decrease in cases of a new coronavirus infection in all countries of the world, while the start time and duration of respiratory syncytial virus infection, typical for the prepandemic period, changed. Our previous studies have shown that in different years and in different regions of Russia, the start and end times of the epidemiological season may also not coincide, which makes it difficult to predict seasonal peaks in incidence, their duration and severity only on the basis of previously obtained data. This makes it expedient to extend the terms of passive specific prophylaxis with palivizumab for a year if there are indications for its use, including taking into account the data of epidemiological monitoring conducted in the Russian Federation.Copyright © 2022 Authors. All rights reserved.

Impact of the COVID-19 pandemic on the seasonality of respiratory syncytial viral infection

The article presents an overview of current trends in the epidemiology of respiratory syncytial viral (RSV) infection, including its seasonality, under the impact of the COVID-19 pandemic, both according to world literature and taking into account monitoring epidemiological studies conducted in the Russian Federation. A detailed description of the dynamics of RSV detection in the period 2020-2021 and the beginning of 2022 in Russia according to the results of the all-Russian epidemiological monitoring is given. Epidemiological studies in different regions of the world, including Russia, have revealed the absence of seasonal rises in the incidence of RSV infection, characteristic of previous years, in 2020 and winter-spring in 2021 under the influence of the COVID-19 pandemic. In 2021-2022, a sharp increase in the incidence and hospitalization of children was noted against the backdrop of a decrease in cases of a new coronavirus infection in all countries of the world, while the start time and duration of respiratory syncytial virus infection, typical for the prepandemic period, changed. Our previous studies have shown that in different years and in different regions of Russia, the start and end times of the epidemiological season may also not coincide, which makes it difficult to predict seasonal peaks in incidence, their duration and severity only on the basis of previously obtained data. This makes it expedient to extend the terms of passive specific prophylaxis with palivizumab for a year if there are indications for its use, including taking into account the data of epidemiological monitoring conducted in the Russian Federation. © 2022 Authors. All rights reserved.

Impact of the COVID-19 pandemic on the seasonality of respiratory syncytial viral infection.

The article presents an overview of current trends in the epidemiology of respiratory syncytial viral (RSV) infection, including its seasonality, under the impact of the COVID-19 pandemic, both according to world literature and taking into account monitoring epidemiological studies conducted in the Russian Federation. A detailed description of the dynamics of RSV detection in the period 2020-2021 and the beginning of 2022 in Russia according to the results of the all-Russian epidemiological monitoring is given. Epidemiological studies in different regions of the world, including Russia, have revealed the absence of seasonal rises in the incidence of RSV infection, characteristic of previous years, in 2020 and winter-spring in 2021 under the influence of the COVID-19 pandemic. In 2021-2022, a sharp increase in the incidence and hospitalization of children was noted against the backdrop of a decrease in cases of a new coronavirus infection in all countries of the world, while the start time and duration of respiratory syncytial virus infection, typical for the prepandemic period, changed. Our previous studies have shown that in different years and in different regions of Russia, the start and end times of the epidemiological season may also not coincide, which makes it difficult to predict seasonal peaks in incidence, their duration and severity only on the basis of previously obtained data. This makes it expedient to extend the terms of passive specific prophylaxis with palivizumab for a year if there are indications for its use, including taking into account the data of epidemiological monitoring conducted in the Russian Federation.Copyright © 2022 Authors. All rights reserved.

Indonesian children's voices of the school-from-home policy

This study analyzes Indonesian children's happiness feeling and preferences toward school-from-home activities and setting during the COVID-19 pandemic. Online interviews and drawing-telling activities were used to obtain the data from 334 children aged four to six years. The findings revealed that more than half of the children were happy with the school-from-home policy. They stated that they were allowed to conduct unstructured free play at home besides completing the assignments from the teachers. Older children, 6 years old, preferred the school setting, as they could get themselves engaged in social interaction with their surroundings. In conclusion, adults should consider children's voices, as part of an effort in enhancing their academic well-being during the COVID-19 pandemic.

Indonesian children's voices of the school-from-home policy

ABSTRACT This study analyzes Indonesian children's happiness feeling and preferences toward school-from-home activities and setting during the COVID-19 pandemic. Online interviews and drawing-telling activities were used to obtain the data from 334 children aged four to six years. The findings revealed that more than half of the children were happy with the school-from-home policy. They stated that they were allowed to conduct unstructured free play at home besides completing the assignments from the teachers. Older children, 6 years old, preferred the school setting, as they could get themselves engaged in social interaction with their surroundings. In conclusion, adults should consider children's voices, as part of an effort in enhancing their academic well-being during the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Applying a family stress model to understand U.S. families' patterns of stress, media use, and child behavior during the COVID-19 pandemic

The COVID-19 pandemic has greatly altered family life, and research among adults and families has found increases financial stress, mental health problems, screen time, parental conflict, and child behavior problems. Given these patterns, we sought to replicate these findings with a younger and largely non-white sample. Using the Family Stress Model, we consider how these constructs might relate to each other during the pandemic. From surveys of 247 predominately Latine mothers and fathers of children under 4 years of age in the U.S., we found that financial strain was related to children's media exposure and use, largely through impacts on parents' mental health and coparenting relationship. Interestingly, only use of television in the background and during mealtimes were associated with increases in parents' perception of increases in children's behavior problems. Such findings better capture how stress may operate in a family system and offer a way to counsel parents about healthier media habits for young children. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Effect of Chinese young children's epidemic cognition on their coping behavior: mediating role of emotion.

INTRODUCTION: Young children's epidemic awareness and risk prevention about public health emergencies such as the COVID-19 are issues of great importance deserving research. OBJECTIVE: To explore the effect of young children's epidemic cognition on their coping behavior, and the mediating role of emotion. METHOD: An online anonymous survey was administrated on 2221 Chinese parents of young children aged three to six during the COVID-19 overwhelming period. RESULTS: (1) The epidemic cognition (M = 4.17, SD = 0.73), the coping behavior (M = 4.16, SD = 0.65), and the emotion (M = 3.99, SD = 0.81) were at a relatively high level. (2) Young children's epidemic cognition significantly predicted their coping behavior (ß = 0.71, t = 45.29, P < 0.001). The positive prediction effect of epidemic cognition on young children's emotion was significant (ß = 0.19, t = 8.56, P < 0.001), and emotion had a significant positive predictive effect on young children's coping behavior (ß = 0.20, t = 4.89, P < 0.001). CONCLUSION: Young children's epidemic cognition can significantly predict their coping behavior, and emotion plays a significant mediating role in their relation. It is necessary for practitioners to optimize the contents and methods of epidemic education on young children.

Rag-Pickers and Their Young Children During COVID-19: Exploring Issues in Parenting and Feasible Social Work Response.

Strict lockdown measures and the pandemic brought immense risks and misery to those already living on the margins of society before the COVID-19 crisis even hit the world. The present study was conducted with rag-pickers, one of the marginalized groups living in Jaipur city of India. The lives of these marginalized populations became more complicated during the pandemic. Due to movement restrictions during the lockdown, access to primary resources was further reduced - from water and sanitation to food, health, and employment, impacting the care and protection they could provide their young children. Rag-pickers, one of the most marginalized communities that face social stigma, struggled to cope with daily life challenges. Young children in such families suffered alongside their parents when the families could not continue their livelihood and lost all sources of income. This paper aims to deepen the understanding of the impact of COVID-19 on the nurturing care of children below eight years of age living in Jaipur, India, accentuating the human rights violations they face right from birth. Many humanitarian relief measures poured in during the lockdown period distributing free food packets and dry rations to the marginalized families. COVID-19 increased parenting challenges for this community. Protection of these families during the ongoing pandemic as well as future pandemics must become a strategic imperative. The paper enumerates feasible social work responses to the issues rag-pickers and their children confront.