Exploring Environmental Factors Associated with Child Wellbeing during Covid-19 in Australia and Germany
Datos Bibliográficos
| ID | 22043870 |
|---|---|
| Autores | Penny Levickis (0000-0003-0534-733X, The University of Melbourne, autor de correspondencia), Lisa Murray (0000-0002-1751-031X, The University of Melbourne), Frank Niklas (0000-0002-3777-7388, Ludwig-Maximilians-Universität München), Lynn Lee-Pang (0000-0002-7748-9735, The University of Melbourne), Marius Vogt (0009-0009-7696-7756, University of Education Weingarten), Marius L Vogt (0000-0002-8297-1614, University of Education Weingarten), Jane Page (0000-0002-2310-4051, The University of Melbourne), Patricia Eadie (0000-0003-4722-8013, The University of Melbourne), Tricia Eadie (0000-0001-5555-8325, The University of Melbourne), Simone Lehrl (0000-0002-2720-122X, University of Education Weingarten) |
| Año | 2023 |
| Volumen | 13 |
| Número | 7 |
| Páginas | 641 |
| Fecha de publicación | 2023-06-22 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13070641 |
| OpenAlex | W4381799082 |
| Idioma | EN |
| Referencias citadas | 56 |
The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the family, early learning experiences in the home and early childhood education, and parent wellbeing and mental health) during COVID-19 in Australia and Germany, two countries that experienced significant lockdown periods. Using a longitudinal online survey design, parents of young children (aged 1–6 years) in Australia (N = 66) and Germany (N = 53) completed surveys on their own wellbeing; their child’s wellbeing; the home learning environment, and their satisfaction with early childhood education and care at two time points in 2020 and 2021. The burden of COVID-19 mitigation measures on families’ everyday lives correlated with child wellbeing outcomes in both the Australian and German cohorts. Findings also provide evidence of potential protective factors of children’s social-emotional wellbeing during stressful events, such as the lockdowns experienced by families in Germany and Australia during the pandemic
Anxiety · Developmental psychology · Disease · Early childhood · Early childhood education · Geography · German · Longitudinal study · Mental health · Pandemic · Psychiatry · Well-being · Child and Adolescent Psychosocial and Emotional Development · COVID-19 and Mental Health · Early Childhood Education and Development · Medicine · Psychology
Family well‐being, parenting, and child well‐being
Teaching through Interactions
Stress and parenting during the global Covid-19 pandemic
Stress
The relationships between parenting stress, parenting behaviour and preschoolers' social competence and behaviour problems in the classroom
Home learning environment and development of child competencies from kindergarten until the end of elementary school
Parenting Stress and Child Behavior Problems
Parenting stress and child adjustment
Early Childhood Investments Substantially Boost Adult Health
Risk and resilience in family well-being during the Covid-19 pandemic.
Covid-19 and mental health
Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First Covid-19 National Lockdown in the United Kingdom
The Social and Economic Impact of Covid-19 on Family Functioning and Well-Being
Preschool Behavioural and Emotional Outcomes Associated with Participation in Early Childhood Education and Care
Stress, Resilience, and Well-Being in Italian Children and Their Parents during the Covid-19 Pandemic
Parental perceived stress and its consequences on early social-emotional child development during Covid-19 pandemic
The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years
School and home connections and children's kindergarten achievement gains
Household chaos and children’s cognitive and socio-emotional development in early childhood
Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Percentile Norms and Accompanying Interval Estimates from an Australian General Adult Population Sample for Self‐Report Mood Scales (BAI, BDI, CRSD, CES‐D, Dass, Dass‐21, STAI‐X, STAI‐Y, SRDS, and SRAS)
Mothers’ and fathers’ parenting stress, responsiveness, and child wellbeing among low-income families
Parenting stress among child welfare involved families
Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School
Contexts of child rearing
From "It Has Stopped Our Lives" to "Spending More Time Together Has Strengthened Bonds
Children's Rights and Children's Wellbeing
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |