ABSTRACT
The COVID-19 pandemic has had substantial health, social, and economic effects on families. Consequent lockdowns and school closures heightened the burden on parents of school-age children. Many parents, while working from home, had to care for their children with restricted access to caregiver resources and to support their children's education through homeschooling or remote learning provided by their schools. These duties created challenges and pressures on parents. Using online survey data collected from 197 parents of school-age (Prek-12) children during the first three months of the COVID-19 pandemic in the U.S., this preliminary study examined the relations among COVID-19-related stressors, including fear of COVID-19 and problems associated with school closures, parenting stress, and parental psychological well-being. Fear of COVID-19 and various issues associated with school closures were related to parenting stress and parental well-being. Parents with less instrumental and emotional support reported higher levels of parenting stress and lower levels of psychological well-being. The results of hierarchical multiple regressions revealed that parenting stress was the strongest predictor of parental psychological distress. Social support was associated with parental well-being but did not mediate the relation between parenting stress and parental well-being. The findings suggest that parenting stress during the COVID-19 lockdowns might take a toll on the mental health of parents of school-age children. Parents of school-age children need multiple layers of support, including targeted support addressing stressors related to school closures and parenting under quarantine.
ABSTRACT
This study examined the experiences of families with school-aged children during the first three months of the 2020 pandemic of COVID-19 in the United States, while focusing on the roles of income level and race/ethnicity in their experiences. Two hundred and twenty-three parents of school-aged children participated in this study by completing an online survey. The results revealed that low-income and lower-middle class parents, as well as parents of color, experienced more instrumental and financial hardships due to the pandemic, when compared to their higher income, White counterparts. In contrast, parents with higher income and White parents were more likely to feel stressed over structuring home learning environments and planning educational and physical activities at home for their children. The overall findings suggest that family income level and race/ethnicity play a significant role in the lives of families coping with a variety of challenges due to the pandemic.
ABSTRACT
OBJECTIVE: To investigate whether children's books affect attitudes and behaviors pertaining to an unfamiliar vegetable. DESIGN: Nine Head Start classes were randomly assigned to a positive, negative, or control group. Data were collected through individual interviews on a pretest day and two book-reading (posttest) days. PARTICIPANTS: 118 children, ages 3 to 5. INTERVENTIONS: Children's book with prominent positive or negative messages about kohlrabi. MAIN OUTCOME MEASURES: Children's familiarity with kohlrabi, willingness to taste it, and attitudes toward kohlrabi and vegetables in general. ANALYSIS: Chi-square and logistic regression. RESULTS: There were significantly more kohlrabi tasters in the positive-message group than in the control group during the second posttest (P <.05). Primary factors in willingness to taste kohlrabi during the second posttest were being exposed to the positive-message treatment (P =.0398) and reporting in the previous interview that they would taste kohlrabi again (P =.0026). CONCLUSIONS AND IMPLICATIONS: Further study is needed to verify these findings and to determine whether the results generalize to other foods and/or other children.
