Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia

Zorec, Marcela Batistič; Peček, Mojca

doi:10.1007/978-3-030-96977-6_6

Cited by 4 publications

(6 citation statements)

References 35 publications

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“…Our research adds to a growing body of work highlighting the value of first-person perspectives of children on their own lives (Donegan et al, 2023;Koller et al, 2022;Pitt et al, 2021;Waboso et al, 2022;Zorec & Peček, 2022). Our interview was designed to leave opportunities for children to comment on negative feelings, hardship, difficulty and struggle, all of which they did.…”

Section: Discussionmentioning

confidence: 99%

“…An emerging body of work has taken a similarly direct approach with even younger children (Donegan et al, 2023; Koller et al, 2022; Waboso et al, 2022; Zorec & Peček, 2022). These studies show school‐age children to be competent at providing a first‐hand perspective on their own lives, capable of articulating a sophisticated understanding of medicine and public health (Bray et al, 2021; Koller et al, 2022), and able to think creatively about how to navigate social isolation and stress (Waboso et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

Carpenter,

Siegel,

Urquiola

et al. 2023

Children & Society

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Research from the perspective of parents, educators and mental health professionals has documented the negative impacts of pandemic isolation on children, but few studies have sought children's own perspectives on this difficult year. The current study aims to provide a first‐person perspective on children's psychological health by asking children directly about their experiences of isolating at home. We interviewed 28 seven‐ to eleven‐year‐olds in early days of lockdowns with follow‐ups 6 months later. Children answered questions about family, school, friendships and feelings about the changes in their lives during lockdown. Children's reflections showed resilience, adaptability, positive appraisals and an ability to maintain meaningful social connections. This data underscores the value of including children's narratives to better understand the pandemic's lasting effects on their lives.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

Carpenter,

Siegel,

Urquiola

et al. 2023

Children & Society

View full text Add to dashboard Cite

show abstract

“…During the epidemic period, kindergartens designated for the children of working families in Turkey served (MoNE, 2020;. Jones, (2020) and Silverman, et al (2020) also determined that similar applications were made in the USA and Canada, Zorec and Peček (2022), in Slovenia. By contrast, in Taiwan, the outbreak was successfully controlled without widespread school closures (Everington, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Results of similar studies (Jones, 2020;Yazıcı, Keskin & Gelişli, 2022) support this finding. In studies containing similar and different findings, it was determined that besides teachers' positive and negative feelings (Nikolopoulou, 2022), children enjoy being with their families and relatives (Zorec & Peček, 2022).…”

Section: Discussionmentioning

confidence: 99%

Ethical Problems and Dilemmas Experienced by Preschool Teachers during the COVID-19 Epidemic

Darga

2023

International E-Journal of Educational Studies

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In this qualitative study, ethical problems and ethical dilemmas caused by COVID-19 pandemic restrictions and teaching practices were investigated based on teachers' opinions. The study, which was carried out in October 2022 with 16 preschool teachers determined by the purposeful sampling method, was carried out face to face with a semi-structured interview form. Content analysis method was used in the analysis of the data obtained from the interviews. According to the findings: teachers conducted teaching mostly online during the epidemic and said that the effect was negative. The situations that they do not find ethical are the unequal teaching opportunities on the Internet and the inability to provide classroom management, and mostly family members get involved in online course activities. Children and families were warned about some issues and an attempt was made. Ethical dilemmas are mostly due to the difficulty of children in adapting to online education and the inability to communicate with families, and mostly the inefficiency of online preschool education. Administratively, mostly ethical problems are the lack of technological equality and the inability to be sensitive in epidemic measures. The views that the management does not act unethically are also in the majority. Finally, the teachers wished never to experience such a process again and thanked them for the study. It has been suggested to plan educational measures to overcome extraordinary situations such as epidemics with less damage.

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“…This paper contributes to the emerging evidence that captures children's voices during the pandemic (Cuevas-Parra, 2020;Hall et al, 2021;Lomax et al, 2022;Lundy et al, 2021;Luo et al, 2022;Williams et al, 2022;Zorec & Peček, 2022). Whilst such research foregrounds the impact of the pandemic on children's everyday lives, absent is a focus on the power dynamics at play, especially between adults and children.…”

Section: Introductionmentioning

confidence: 96%

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

et al. 2022

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This paper documents co‐participatory research with children in six primary schools in Ireland during the COVID‐19 pandemic. It explores the use of what we term digital dialogues with diverse groups of children aged 9–10 years as members of Child Research Advisory Groups. The paper conceptualises the digital dialogues as sites of resistance as well as constraint, empowering children to articulate their voices in relation to schooling and the pandemic, whilst mediated by power dynamics—between adults and children, and between children, in the articulation of those voices.

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Preschoolers’ Perceptions of the COVID-19 Epidemic: An Interview Study with Children in Slovenia

Cited by 4 publications

References 35 publications

Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

Being me in times of change: Young children's reflections on their lives during the COVID‐19 pandemic

Ethical Problems and Dilemmas Experienced by Preschool Teachers during the COVID-19 Epidemic

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

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