Childrens Health And Safety What We Learned From The Covid 19 Pandemic And Future Policys Perspective

Abstract Background When Covid-19 arrived and sparked a wave of lockdowns in the Spring of 2020, parents and other caregivers (e.g., grandparents, adult siblings) needed to decide what to tell their children, how to respond to the children's questions about the changes in their routines, and how much to shelter their children from pandemic news and media. At the time, information about the "new normal" was plentiful and chaotic; families were left mostly on their own to determine how to care for the physical, social, and mental well-being of the family members. Families, already essential yet underappreciated or overlooked learning environments, became visible centers for learning as the physical boundaries between school, home, work, and community life collapsed. Indeed, the Covid-19 pandemic is a special lens through which to understand expansive family learning dynamics with respect to the experience of sense-making in the pandemic. Caregivers are mediators and brokers of learning for their children; thus, their perspectives are critical to understand as we prepare to respond to future crises. Objective This study examines how three mechanisms shaped learning about the Covid-19 pandemic in families with elementary school children from around the U.S. during the Spring of 2020. My primary research questions are: (1) What can we learn about children's information needs in times of crisis from the questions they asked of their caregivers about the Covid-19 pandemic? (2) How were families using social and media resources to learn about Covid-19, and how did these resources play into caregivers' approaches to discussing the pandemic with their children? (3) How were caregivers managing the flow of Covid-19 information in their homes with respect to their children? Methodology The data analyzed come from a larger diary study research project conducted by Dr. Brigid Barron's youthLab, documenting how 109 families with elementary school-aged children across the U.S. adapted to distance learning in the first wave of Covid-19 lockdowns. We used dscout, a cell-phone-based, multimodal, qualitative research platform, to both collect the data and recruit participants. To qualify to participate in the study, caregivers who applied to be in the study needed to have at least one child in K-5 and give IRB consent. The final participants were mostly female caregivers (67%) who had children in public schools (84%). 55% self-identified as White, and X% self-reported incomes at or below the national average of $74,000. One portion of the study asked the caregivers to reflect on how they were learning about Covid-19 with their families. I took the multimodal data that participants provided in response to our prompts about their Covid-19 learning ecologies (written responses, two-minute selfie-style videos, pictures, and answers to multiple-choice questions) and performed multiple rounds of qualitative and descriptive statistical analyses on three units of analysis. These units of analysis are aligned to the research questions above. They are: the questions caregivers reported their children asking about Covid-19, the social and media resources caregivers drew on to learn about the pandemic with their children and inform their conversations, and caregivers' perspectives on their children's information needs and their goals for how their children's experience in the pandemic. The analyses build on each other to inform holistic case analyses of six families that demonstrate how the dynamics of Covid-19 learning were playing out in the caregiver's reports of the families' engagement with information about the pandemic. Conclusions Caregivers struggled to navigate the plethora of Covid-19 information generally and find helpful "kid-friendly" explanations they felt were appropriate for younger children. The emotional impact of not only disease but also the physical and social limitations imposed by the lockdowns also appears strongly in the children's questions also indicate their position as active participants in their families' health conversation and practices, as well as the pandemic-related topics that were most pressing on their minds in May 2020. In terms of caregiver mediation and brokering, I describe the relationship between caregivers' self-perceived transparency of information with their children versus the actions they report taking to curate their children's Covid-19 learning ecologies. Importantly, sheltering children and filtering the information they hear may have implications for public health education. Additionally, examining the social and media resources that caregivers leveraged to discuss the pandemic with their children surfaced novel forms of joint-media engagement that have implications for future research on learning in media-saturated environments. Implications Taken together, the findings imply a need for a more visible, coordinated public health educational system. A multitude of design opportunities to improve the learning environment in the next crises are evident. Some of those opportunities are material - e.g., improved public health education and messaging through all modes of media - and some are social - e.g., re-establishing sources of local information that are reliable and present a (relatively) unified message. Misinformation researchers are also calling attention to the risks to public health from the media infosphere. Now more than ever, these need to be headed and interventions designed specifically with the needs and dynamics of families in mind. Family management of the infosphere will only continue to grow in relevance as the misinformation online is not regulated. To reach families and meet their diverse needs, we must understand the frameworks that guide caregivers' actions and provide roadmaps for responding to difficult or unexpected situations. These frameworks are situationally dependent and evolve as new contradictions arise. However, we have the tools to start breaking down what is important to caregivers at a deeper level than on the surface. This study presents one method of doing so and points to novel opportunities for research on learning in families coming out of the Covid-19 pandemic.

This book provides a comprehensive overview of recent novel coronavirus (SARS-CoV-2) infection, their biology and associated challenges for their treatment and prevention of novel Coronavirus Disease 2019 (COVID-19). Discussing various aspects of COVID-19 infection, including global epidemiology, genome organization, immunopathogenesis, transmission cycle, diagnosis, treatment, prevention, and control strategies, it highlights host-pathogen interactions, host immune response, and pathogen immune invasion strategies toward developing an immune intervention or preventive vaccine for COVID-19. An understanding of the topics covered in the book is imperative in the context of designing strategies to protect the human race from further losses and harm due to SARS-CoV-2 infection causing COVID-19.

The Making of a Pandemic provides a systematic account of how societal and psychological forces shaped the Covid-19 pandemic. The first part focuses on how biological and societal factors interact to create a pandemic. The second part explores how characteristics of the American economy, the American approach to public health, and domestic and international inequality combined to prolong the pandemic, hamper mitigation efforts, and arouse opposition to cooperation with public health measures. The third part examines the psychological processes that led to resistance to efforts to mitigate the pandemic and linked the resistance to right-wing ideologies. The book concludes by looking at the limits of the technical and medical reforms others have proposed to protect us from repetitions of the Covid-19 disaster and by calling for a “deep confrontation” with the societal and psychological factors that created and shaped the pandemic.

Presenting key examples and case studies of how design has responded to the pandemic, Design and Covid-19 offers lessons and approaches to design for future resilience. Design has a key role to play in not only creating products to ensure safety from the pandemic, but also in the creation of complex systems, new technologies and physical environments that enable us to carry out our lives and protect populations in the future. Design and Covid-19 identifies four key phases of the pandemic to examine how designers developed systems, services, communications and products as part of our response to the crisis, whether at an international, national or community level. Contributors report from a range of international contexts, including countries in Europe, Asia, Africa and Australasia, detailing how countries responded to the pandemic, introduced social distancing and lockdowns, developed test, track and trace systems, implemented new laws and how design and designers responded to the urgent new challenges that the pandemic created. They explore the adaptation of designs as communities searched for new ways of connecting and working through restrictions and social distancing measures, establishing local mutual aid groups and using social media to support each other through the pandemic, and go on to focus on recovery and resilience, analysing the deeper, systemic design response as industries emerge from lockdown. They explore the need to reflect on and investigate key issues in order to understand what we can learn personally, socially, economically and globally from this unprecedented crisis. Drawing upon the expertise of scholars from across the globe, Design and Covid-19 explores a wide range of design disciplines to address the complex societal and global issues highlighted throughout the pandemic, and to inform new ways of building human and planetary wellbeing.

Coronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19. At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

In recent years, the traditional way of teaching has been substituted by online teaching. Teachers have had to think about efficient and effective teaching methods and activities in online delivery that can keep students interested and engaged. It is important to examine teacher cognition and its relevance to classroom management and teaching practice as the role of technology in teaching and learning cannot be overestimated. The Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education examines the cognitions of teachers and students, their attitudes and perceptions regarding online teaching, and their personal experiences and challenges regarding the use of online platforms and digital tools. This book discusses the implementation of digital technologies in primary, secondary, and tertiary education that facilitates the learning and teaching process and creates a student-centered environment. Covering topics such as digital literacy, student engagement, and pedagogy, this reference work is an essential resource for practitioners, scholars, administrators, policymakers, researchers, academicians, instructors, and students.

Although the world has experienced many epidemics, the novel coronavirus (COVID-19) is exactly that--novel. The impacts on society's way of life, education, family, and economy are drastic. As a result, people seek explanations that have answers rooted in social science. The Social Science of the COVID-19 Pandemic: A Call to Action for Researchers draws on theories derived from the social sciences to address the multitude of questions raised by the pandemic and to inspire a future generation of researchers. This book focuses specifically on the social science of a pandemic. While medical, health, and other sciences are critical to understanding a pandemic, so, too, is understanding the role of society and person. Together, psychology and society shape every aspect of life, and the COVID-19 pandemic is no exception to this pattern. Parts of society--and science--will be forever affected. Edited by Monica K. Miller, The Social Science of the COVID-19 Pandemic is a collection of academic essays written by a group of international authors. The book begins by overviewing the timeline of the pandemic and how it affected life. It then discusses behaviors and experiences during the pandemic, followed by sections on outcomes after the pandemic and best practices for conducting future studies during or about the pandemic. This book is an expansive, go-to text designed to help promote recovery from the pandemic, to minimize the negative effects of similar events in the future, and to inform social science research going forward.