The ambiguous presence of children's mental health in the context of Covid-19 pandemic in early childhood curriculum
Scanlan, B.; Stebletsova, G.
View fulltext online
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
Permanent link to Research Bank record:https://hdl.handle.net/10652/6127
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
Keywords:New Zealand, early childhood students, well being, COVID-19 Pandemic, 2020-
ANZSRC Field of Research:390302 Early childhood education
Copyright Holder:Copyright © 2023 Barbara Scanlan, Galina Stebletsova
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International
Rights:This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
MetadataShow detailed record
This item appears in
The following license files are associated with this item: