The ambiguous presence of children's mental health in the context of Covid-19 pandemic in early childhood curriculum
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Authors
Scanlan, B.
Stebletsova, Galina
Stebletsova, Galina
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Degree
Grantor
Date
2023-05-07
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
early childhood students
well being
COVID-19 Pandemic, 2020-
early childhood students
well being
COVID-19 Pandemic, 2020-
ANZSRC Field of Research Code (2020)
Citation
Scanlan, B., & Stebletsova, G. (2023). The ambiguous presence of children's mental health in the context of Covid-19 pandemic in early childhood curriculum. Early Education Journal, 68, 29-34.https://eej.ac.nz/index.php/EEJ/article/view/63
Abstract
In the context of the continuing pandemic, it has become apparent that the new global circumstances put a strain on the holistic well-being of children and their families. The experience of social distancing, prolonged lockdowns, long periods of separation from extended family, as well as extra stress associated with the anticipated economic crisis, have negatively affected all aspects of families’ well-being, particularly mental health. This position statement seeks to increase attention to children’s mental health and calls for further discussion on mental health to be included in the current early childhood curriculum
Publisher
University of Waikato | Wilf Malcolm Institute of Educational Research
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Copyright © 2023 Barbara Scanlan, Galina Stebletsova
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Attribution-NonCommercial-ShareAlike 4.0 International