Influence of the characteristics of the house and place of residence in the daily educational activities of children during the period of COVID-19’ confinement

Abstract

The period of confinement motivated by the COVID-19 pandemic and established by the governments of different countries has influenced the lifestyle of millions of children, not being able to continue carrying out multiple educational activities as they did until confinement. The objective of this research was to determine and analyze whether the living conditions of children during the period of confinement caused by COVID-19 influenced their daily educational activities. A descriptive, comparative and cross-sectional quantitative study with a non-experimental design was carried out, with a single measurement in a single group. Factors associate with living conditions were analyzed, such as the place of residence and the type of house in which Spanish children have been confined, as well as the number and use of technological devices. The parents' perception of the children's state of fatigue, happiness, energy and tiredness was also analyzed. We have worked with a sample of 837 Spanish children. As a data collection instrument, the validated questionnaire on Equipment and Use of Information and Communication Technologies in Households (TIC-H2019) of the National Statistics Institute (INE) was used, following the recommendations of the Statistical Office of the European Union (EUROSTAT). The results confirm some statistically significant influence of the conditions of the house and place of residence on the daily time dedicated to different educational activities such as reading, physical activity, free play or use of technological devices between children residing in small flats and those residing in large flats or houses with garden and those residing in urban and rural settings.

Estimating the Impact of the Pandemic on Children's Physical Health: A Scoping Review

“…In contrast, there are contradictions in the assertion that gender is an important determinant. Although girls were found to increase their screen time compared to boys, their PA behaviors appeared to be consistent with that of boys 8,20,22 . Psychological factors (motivation, self‐determination, fear, or aggression) were also found to influence the PA and SB in children 16 .…”

“…Psychological factors (motivation, self‐determination, fear, or aggression) were also found to influence the PA and SB in children 16 . Screen time during leisure hours such as social media use increased substantially in all age groups and in both genders, although they were seen as risk factors for reducing recreational PA in children during the pandemic 20,23 . Socio‐economic status, racial and ethnic minorities were also identified as the main determinants of varied PA and SB practices in children 20,24‐26 .…”

“…Screen time during leisure hours such as social media use increased substantially in all age groups and in both genders, although they were seen as risk factors for reducing recreational PA in children during the pandemic 20,23 . Socio‐economic status, racial and ethnic minorities were also identified as the main determinants of varied PA and SB practices in children 20,24‐26 . Parents as role models for PA or SB practices, apprehension about outdoor play or gathering of wards, number of children in a family, single parents, and role of child in the family were also found to be key determinants that influence PA or SB practices 18,19,26,27 .…”

“…Children had reduced PA by 34% compared to their pre‐pandemic PA levels before the pandemic, while SB increased by 82% 8,17‐19 . With support from family or school, PA increased by 38 minutes per day 20 . During this pandemic, screen time is increased by an average of 174 minutes per day while PA was reduced by 45 minutes per day 19,20 .…”

“…With support from family or school, PA increased by 38 minutes per day 20 . During this pandemic, screen time is increased by an average of 174 minutes per day while PA was reduced by 45 minutes per day 19,20 . It was found that 60% of screen time was associated with academic sitting 8 …”