Bibliografías temáticas / Children day care center

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Literatura académica sobre el tema "Children day care center"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 11 de febrero de 2022

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Artículos de revistas sobre el tema "Children day care center"

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Kumari, Meena. "A Pre-Experimental Study to Assess the Effectiveness of Basic Training Programme in Terms of Knowledge and Practice regarding Care of Young Children among Day Care Workers Working in Selected Day Care Centers of New Delhi". International Journal of Nursing & Midwifery Research 07, n.º 03 (16 de marzo de 2021): 24–30. http://dx.doi.org/10.24321/2455.9318.202022.

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A day care is a childcare center where care is provided by adults who are not their parents. Day care workers should have adequate knowledge regarding the care of young children. The study aimed to assess the knowledge and practice regarding care of young children in day care centers. Quantitative descriptive research approach was adopted for the study with one group pre-test post-test pre-experimental research design. The study included 30 day care workers working in a day care centre of New Delhi, using purposive sampling. Structured knowledge questionnaire and observation checklists were used for data collection and data was analysed using descriptive and inferential statistics. Results showed that before administration of basic training programmes, 18 (60%) of day care workers had average knowledge scores, 9 (30%) had good knowledge scores and 3 (10%) of day care workers had poor knowledge regarding care of young children. After the administration of the basic training programme, 30 (100%) were having good knowledge. It can be concluded that participants ranked highest (I) in knowledge score of Prevention of infections knowledge’ followed by rank II of ‘Growth and development of child’, rank III of ‘Nutrition for a child’, rank IV ‘Personal hygiene’, rank V of ‘Safety and security’ followed by rank VI - ‘Qualities of personnel in day care center’. In terms of practice before administration of basic training programme 23 (77%) of study subjects had average practice scores, 4 (13%) had good practice scores and 3 (10%) of day care workers had poor practice scores regarding care of young children. After the administration of the basic training programme, 27(90%) were having good practice and 3 (10%) were having average practice. There was no significant association found between the knowledge and practice score with demographic variables of day care workers.
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Kato, Kuniko y Kiyomi Kondo. "Emotional Regulation of Preschool Children in Day Care Center". Proceedings of the Annual Convention of the Japanese Psychological Association 83 (11 de septiembre de 2019): 3B—067–3B—067. http://dx.doi.org/10.4992/pacjpa.83.0_3b-067.

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Thyssen, Sven. "Care for children in day care centers". Child & Youth Care Forum 24, n.º 2 (abril de 1995): 91–106. http://dx.doi.org/10.1007/bf02128595.

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Carson, Deborah Stier. "Infectious Diseases in Day-Care Centers: Transmission and Approaches to Prevention". Drug Intelligence & Clinical Pharmacy 21, n.º 9 (septiembre de 1987): 694–701. http://dx.doi.org/10.1177/106002808702100902.

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Child day care is used increasingly by both single-parent and two-parent families. With the growth in numbers of children receiving day care outside the home comes a greater awareness of the potential for disease transmission. Epidemiologic patterns of spread of such diseases as Hemophilus influenzae type b, hepatitis A, diarrheal diseases, and cytomegalovirus are changing with respect to attendance at a day-care center. Not only is this a problem for the staff and children who attend a center, but it also may be a public health concern as these diseases could spread to households and the community at large. This review will identify those transmissible infectious agents frequently found in children who attend day-care centers with an emphasis on approaches to prevention and methods for decreasing secondary spread.
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Riesenberg, Donald E. "How to protect day-care center children from infectious disease?" JAMA: The Journal of the American Medical Association 255, n.º 2 (10 de enero de 1986): 169. http://dx.doi.org/10.1001/jama.1986.03370020011002.

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Riesenberg, D. E. "How to protect day-care center children from infectious disease?" JAMA: The Journal of the American Medical Association 255, n.º 2 (10 de enero de 1986): 169–70. http://dx.doi.org/10.1001/jama.255.2.169.

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Fuchs, Sandra Costa, Rita de Cássia Maynart, Lenara Ferreira da Costa, Adriana Cardozo y Rejane Schierholt. "Duration of day-care attendance and acute respiratory infection". Cadernos de Saúde Pública 12, n.º 3 (septiembre de 1996): 291–96. http://dx.doi.org/10.1590/s0102-311x1996000300002.

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Day-care attendance accounts for an increased frequency of acute respiratory infections (ARI), in numbers of both episodes and hospitalizations. In addition to day-care exposure, risk factors include age, siblings, and crowding. The purpose of this study was to investigate a possible association between duration of day-care exposure and ARI. A cross-sectional study was carried out to compared ARI rates for children exposed to day care and children cared for at home. Children with at least one parent working in a hospital were sampled from the hospital-run day-care center and those cared for at home. An acute respiratory infection was defined as the presence of two or more signs or symptoms in the previous two weeks. Children exposed to the day-care center for 12 to 50 hours a week had a three to five times greater risk of developing ARI than those staying at home. This risk was assessed independently, taking socioeconomic status, age, and number of siblings into account. Risk of respiratory illness and day-care attendance has been described elsewhere, but this study presents original findings related to duration of exposure. With a view towards reducing risk of ARI, improvements should be made in institutional day-care centers in Brazil, where family day care is still not available.
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Mello, Ana L. R. de, Elizabeth C. Ferreira, Lucy S. Vilas Boas y Claudio S. Pannuti. "Cytomegalovirus infection in a day-care center in the municipality of São Paulo". Revista do Instituto de Medicina Tropical de São Paulo 38, n.º 3 (junio de 1996): 165–69. http://dx.doi.org/10.1590/s0036-46651996000300001.

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The prevalence of antibodies against cytomegalovirus (CMV) and the incidence of CMV infection were tested in 98 children aged 5 to 36 months who attended the day-care center of a University hospital in São Paulo. At the beginning of the study the overall prevalence of anti-CMV IgG antibodies was 44% (43/98). Saliva and/or urine samples were obtained from 38 of the 43 children that were seropositive at the beginning of the study for isolation of the virus, and 52.6% of these children were found to excrete CMV in one of the two materials. Among the 37 children that were initially seronegative from whom it was possible to obtain a new blood sample 6 to 12 months later, 22 (59.5%) presented seroconversion. The rate of viral excretion through urine or saliva from the children that seroconverted was 50%. These results indicate that CMV infection is frequent and occurs early among the children who attend this day-care center. However, controlled studies using molecular epidemiology techniques are needed to define more precisely the role of day-care centers in CMV dissemination.
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Sari, Lucie Permana, Sri Sofyani, Bistok Saing y Iskandar Z. Lubis. "Influence of educative game instrument on children's motor development in child day care". Paediatrica Indonesiana 48, n.º 6 (15 de septiembre de 2016): 315. http://dx.doi.org/10.14238/pi48.6.2008.315-21.

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Background Child day care center is an institution functioning tohelp families to fulfil their child's need by providing stimulation witheducative game instrument (EGI) while they work outside home.Objectives To evaluate motor development of children at child daycare center with EGI stimulation compared with that of childrenwithout stimulation.Methods An experimental study using pretest-posttest control groupdesign was cartied out on children aged 2 to 5 years old, at Islamic CenterDay Care Center (without EGI) and Tanah-Besi Day Care Center inTebing Tinggi (with EGI for six months). Inclusion criteria: healthy,well-nourished children aged 2 to 5 years with informed consent, nodevelopmental delay (confirmed by Denver-II developmental screeningtest). Exclusion criteria: pre term birth children. Forty subjects wereselected by means of simple random sampling. Research data weretaken with Cronbach's motor skills scale. Subjects consisted of 3 to 4years old children, mostly four years old.Results Motor skills scores (mean; SD) of the Islamic CenterDay Care Center group and Tanah-Besi Day Care Center groupbefore stimulation were 104.9; 10.37 and 104.7; 5.47 (P=0.923),respectively, and after stimulation 105.2; 9.56 and 135.3; 7.67 (P<0.001), respectively. Motor skills scores (mean; SD) of Tanah-BesiDay Care Center group before and after stimulation were 104.7; 5.4 7and 135.3; 7.67 (P< 0.001) respectively. Motor skill dimensions score(mean; SD) ofTanah-Besi Day Care Center group before and afterstimulation: speed 28.9; 1.75 and 38.8; 2.79, stability 22.3; 1.02 and30.6; 1.57, accuracy 20.3; 1.15 and 26.7; 1.63, strength 33.3; 1.55and 39.1; 1.68, respectively with P< 0.001.Conclusions There is a significant difference in motor skillsscores and motor skill dimensions of children who receive EGIstimulation compared to those who do not.
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HASHKES, PHILIP J., DAN T. SPIRA, RICHARD J. DECKELBAUM y ESTHER GRANOT. "Salivary IgA antibodies to Giardia lamblia in day care center children". Pediatric Infectious Disease Journal 13, n.º 11 (noviembre de 1994): 953–58. http://dx.doi.org/10.1097/00006454-199411000-00004.

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Tesis sobre el tema "Children day care center"

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Teng, Yu-wai Alice. "Children health center". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948568.

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鄧如慧 y Yu-wai Alice Teng. "Children health center". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983054.

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Chau, Ka-kin Helen. "An oasis for children nursery and daycare centre in Victoria Park /". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31984459.

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Thesis (M.Arch.)--University of Hong Kong, 1999.
Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.
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Bodnovich, Kara Lynn. "The relationship between preschoolers academic self-esteem and the quality of their child care center". Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2331.

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Thesis (M.S.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains vi, 49 p. Vita. Includes abstract. Includes bibliographical references (p. 36-37).
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Witt, Kendra Elizabeth Marie. "Evaluation of a nutrition program targeting child care centers". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Davis, David C. (David Carlton). "Four Types of Day Care and their Effects on the Well-Being of Children". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279199/.

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Data gathered from Tyler, Texas, the University of North Texas, and the National Survey of Families and Households (NSFH) were used to compare children from commercial, home, church, and university based day care with children not attending day care. The research group, comprised of children attending day care (N=142), were located using non-probability sampling; those not in day care (the control group) came from the NSFH (N=1775). Data from the research group were weighted to match the control group. The independent and control variables included the child's age, length of time in day care, intellectual functioning; the parent's marital status and social class; the day care's staff to child ratio and the staff's training. All data, except that pertaining to the facility itself, were gathered from the children's parents using a self-report questionnaire. The remaining data were gathered through personal interview by the researcher. The dependent variable was an index of emotional and behavioral problems reported for the child. Overall, children who attended day care had only slightly more problems reported than those who did had not attended day care. When each center was examined separately, the children in home centers had the greatest number of problems, followed by the commercial centers and university center, with children from the church centers scoring the lowest. In contrast to earlier research, intellectual functioning was not enhanced by the day care experience. While the staff's training had a statistically significant relationship to the children's well-being, no relationship was found for the staff to child ratio. Further research on the impact of other characteristics of each type of day care is recommended.
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Chau, Man-ki Mabel. "Integration of the preschool disabled children : an analysis of the concept with reference to integrated child care centre services /". [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325740.

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Lau, Sau-ching Helen. "A survey of current assessment practices in the day nurseries : some challenges and opportunities for portfolio assessment". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35544545.

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Valuntonienė, Jurgita. "Vaikų dienos centras kaip ugdymo institucija (Belgijos) patirtis". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050615_132420-59494.

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A concluding thesis by Jurgita Valuntonienė, postgraduate of Vilnius Pedagogic University, Social Pedagogy Department, named “Children Day Care Center as an educational institution (its experience in Belgium)”. Day Centers offer care for children during the day time and other additional services in order to satisfy the main children’s needs which are not given by the family. The other aim is to support the family by developing maternity and paternity skills and put them into practice at home. Children Day Care Centers and their activities in Lithuania prevent children from negative social conditions, satisfy their needs and give a possibility for a family to get some social services. It can be stated that services provided for children and their families at Day Care Centers conform to alternative ward ship. It is gradually being tried to improve the activity of Children Day Care centers and to enlarge the number of services it can offer. One of the Children Day Care center’s priorities is the qualification of its workers. But after the comparison of analogical centers in Belgium and in Lithuania, it was noticed that our country has less volunteers willing to offer their help and work in these institutions. Furthermore, after the comparative analysis it was evident that age interval of children who use the service of these institutions is much wider in Belgium than in Lithuania (from 3 to 14 years). The service of these centers is payable in Belgium even though the price... [to full text]
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Lum, Yat-sang. "A study of the contribution of the integrated child care centres to the development of social adaptive behaviour of disabled children /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744549.

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Libros sobre el tema "Children day care center"

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Vance, Mary A. Day care centers for children: A bibliography. Monticello, Ill., USA: Vance Bibliographies, 1987.

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Illinois. Department of Public Health. Important information for parents with children in day care centers. Springfield, Ill: Illinois Dept. of Public Health, 1991.

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Leira, Arnlaug. Day care for children in Denmark, Norway and Sweden. Washington, D.C: Educational Resources Information Center, 1987.

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Leira, Arnlaug. Day care for children in Denmark, Norway, and Sweden. Oslo: Institutt for samfunnsforskning, 1987.

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Clarke-Stewart, Alison. Children at home and in day care. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Policy, National Research Council (U S. ). Panel on Child Care. Caring for America's children. Washington, D.C: National Academy Press, 1991.

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Aldinger, Cynthia. Home away from home: LifeWays care of children and families. [Place of publication not identified]: [CreateSpace], 2010.

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Vedel-Petersen, Jacob. Daycare for children under school age in Denmark: Description, evaluation and perspectives. Copenhagen: Danish National Institute for Social Research, 1992.

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Sonia, Jackson, ed. People under three: Young children in day care. 2a ed. London: Routledge, 2004.

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Sonia, Jackson, ed. People under three: Young children in day care. London: Routledge, 1994.

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Capítulos de libros sobre el tema "Children day care center"

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Hornbein, Victor. "Architectural Considerations in Planning a Day Treatment Center". En Day Treatment for Children with Emotional Disorders, 43–60. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-6796-7_3.

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Tesoro, Simonetta y Laura Marchesini. "Perioperative Care in Day Hospital Surgery". En Anesthesia, Intensive Care and Pain in Neonates and Children, 55–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21960-8_5.

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Riser, Laurel J. y David B. Pruitt. "Start-Up of a Day Treatment Program in a University Medical Center". En Day Treatment for Children with Emotional Disorders, 33–42. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-6796-7_2.

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Schober, Pia S. "Day Care Trends for Children under Three Years in Germany". En The Transformation of Care in European Societies, 208–32. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137326515_10.

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Wilhelmsen, Terese y Randi Dyblie Nilsen. "Parents' experiences of diagnostic processes of young children in Norwegian day-care institutions". En Children, Health and Well-being, 69–82. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119069522.ch6.

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Legendre, Alain. "Young Children’s Social Competence and Their Use of Space in Day-Care Centers". En Social Competence in Developmental Perspective, 263–76. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2442-0_16.

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Flanagan, K. "Promising practices - strengthening families and systems to prevent and reduce the institutional care of children." En Modern day slavery and orphanage tourism, 63–81. Wallingford: CABI, 2020. http://dx.doi.org/10.1079/9781789240795.0063.

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Ku, M. Y., J. J. Jiang, H. P. Tsai, T. J. Ku y C. M. Kuo. "Applying Combined Hierarchical Analysis and Extension Methods for Siting Senior Day-Care Center". En Proceedings of the 5th International Asia Conference on Industrial Engineering and Management Innovation (IEMI2014), 27–31. Paris: Atlantis Press, 2015. http://dx.doi.org/10.2991/978-94-6239-100-0_5.

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Ulriksen, L. y A. S. Dederichs. "Evacuation of Day Care Centres for Children 0–6 Years: Simulations Using Simulex". En Pedestrian and Evacuation Dynamics 2012, 959–69. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02447-9_80.

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Kuhn, Melanie y Sascha Neumann. "Bilingualism Versus Translanguaging in a Swiss Day-Care Center: A Space Analysis of Language Practices and Their Janus-Faced Effects on Social Inequalities and Educational Opportunities". En Inklusion und Bildung in Migrationsgesellschaften, 83–101. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28128-1_6.

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Actas de conferencias sobre el tema "Children day care center"

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Raudeliūnaitė, Rita y Justinas Sadauskas. "SOCIO-EDUCATIONAL ASSISTANCE TO CHILDREN FROM SOCIAL RISK FAMILIES IN DAY CARE CENTRES". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0821.

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Pirjo, Suvilehto. "“Puppetry and Opera Are Striking.” Students’ Experiences of Collaboration and Curiosity in Puppetry Opera as a Case Study". En 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.794.

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This paper will focus on the possibilities of puppetry and opera in early childhood education studies (ECE), and among children in day care in a class of twenty 4−5-year-olds. The research centres around 200 university students in the middle of a project on opera and puppetry in their ECE programme. Opera is about strong emotions (see Trevarthen 2012, 263), and puppetry is a vehicle to make feelings visible (Lintunen, 2009, Majaron 2012, 11, Scheel, 2012). Puppetry and opera can be used in collaboration, and they are combined in this ECE programme as a part of the university studies in drama and literary arts. A method called Pritney has been created to realize the project. The theoretical background consists of puppetry and literary arts. The paper will present some findings from cases in which puppetry and opera have been used experimentally with ECE students, and subsequently with kindergarten children. There is a need for collaborative encounters during the processes of puppetry and opera. Based on the observations and remarks of university students doing their puppetry and opera project, this paper considers the value of conveying puppetry and opera to a child audience as a stimulation for curiosity and emotions. All this reflection is followed by the examples of practice in ECE studies. Performing opera with puppets is beneficial. In summary, the artistic experiments created by puppetry and opera are valuable in transferring cultural heritage and creating aesthetic and pedagogical moments. There is also a short consideration of a project called “Rinnalla−Hand in Hand” (2018−2020) funded by Finnish ministry of education, in which the Pritney method is further developed (see also Suvilehto 2019).
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Sheen, D. y J. Tomey. "399. Lead Hazard Remediation at a University Day Care Center". En AIHce 2001. AIHA, 2001. http://dx.doi.org/10.3320/1.2765939.

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Komai, Kiyoaki, Manato Fujimoto, Yutaka Arakawa, Hirohiko Suwa, Yukitoshi Kashimoto y Keiichi Yasumoto. "Beacon-based multi-person activity monitoring system for day care center". En 2016 IEEE International Conference on Pervasive Computing and Communication Workshops (PerCom Workshops). IEEE, 2016. http://dx.doi.org/10.1109/percomw.2016.7457140.

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Komai, Kiyoaki, Manato Fujimoto, Yutaka Arakawa, Hirohiko Suwa, Yukitoshi Kashimoto y Keiichi Yasumoto. "Elderly person monitoring in day care center using Bluetooth Low Energy". En 2016 10th International Symposium on Medical Information and Communication Technology (ISMICT). IEEE, 2016. http://dx.doi.org/10.1109/ismict.2016.7498897.

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Pai, Jar-Yuan, Darren Liu, I.-Hsiang Lin y Hsin-Chuan Lai. "Apply Information and Communications Technology to Improve the Quality of Day Care Center". En 2017 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2017. http://dx.doi.org/10.23919/picmet.2017.8125476.

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Ku, M. Y., J. J. Jiang, H. P. Tsai, T. J. Ku y C. M. Kuo. "Applying Combined Hierarchical Analysis and Extension Methods for Siting Senior Day-Care Center". En 5th International Asia Conference on Industrial Engineering and Management Innovation (IEMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemi-14.2014.4.

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Pratiwi Safitri, Rias, Baiq Nurul Hidayati y Fitri Romadonika. "Difference in Quality Foster CHildren Sleep in the Nursery (Day Care) and House in Mataram". En 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.48.

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Al-Dorzi, Hasan M., Ahmad Hroub, Joan Olivier, Antoine Cherfan, Fahad Al-Hameed, Mohammad Al-Moamary, Saleh Al-Azzam et al. "Knowledge Of Thromboprophylaxis Guidelines Pre- And Post-Venous Thromboembolism Awareness Day At A Tertiary Care Center". En American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2944.

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Hasibuan, Rachma y Noer Alfiah Marlita. "Parenting in Day Care to Develop Autonomy and Social-Emotional Ability in Children Ages 2-3 Year". En Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.44.

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Informes sobre el tema "Children day care center"

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Norton Dauterman, Barbara. Assessing the Convenience Factor in Relocating a Day Care Center. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1707.

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2

Minifie, Elizabeth. Guidelines for Agency Based Day Care Programs for Children Ages 0-3 years. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1575.

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3

Larson, Danielle. Fruit and Flower : the history of Oregon's first day care center. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.3065.

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4

Godfrey, David E. The Madigan Army Medical Center Children With Disabilities Coordinated Care Program: A Case Study. Fort Belvoir, VA: Defense Technical Information Center, julio de 1992. http://dx.doi.org/10.21236/ada261773.

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5

Jones, Julia. A Study of Behavior Changes Among Children Who Have Left the Children's Psychiatric Day Treatment Center. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1921.

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6

Oza, Shardul y Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), mayo de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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Resumen
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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