{"id":55913,"date":"2021-02-08T00:00:50","date_gmt":"2021-02-08T08:00:50","guid":{"rendered":"https:\/\/world.edu\/?p=55913"},"modified":"2021-02-08T00:25:09","modified_gmt":"2021-02-08T08:25:09","slug":"six-keys-to-understanding-the-daily-life-of-confined-children","status":"publish","type":"post","link":"https:\/\/world.edu\/six-keys-to-understanding-the-daily-life-of-confined-children\/","title":{"rendered":"Six keys to understanding the daily life of confined children"},"content":{"rendered":"

 <\/p>\n

The confinement instituted in France in the spring of 2020 to fight against the first wave of the Covid-19 epidemic has brutally changed living and working conditions.\u00a0Its effects<\/a>\u00a0for adults are starting to be\u00a0established<\/a>\u00a0, in particular the increase in\u00a0social inequalities<\/a>\u00a0.\u00a0Under house arrest for at least two months, the children were cut off from their social interactions and usual activities.<\/p>\n

Based on the survey carried out among thousands of children followed since their birth, the\u00a0Elfe<\/a>\u00a0and\u00a0Epipage2<\/a>\u00a0cohorts\u00a0, we examine here the daily lives of children aged 8 and 9 during this exceptional period.<\/p>\n

Did they spend their time in front of screens?\u00a0Have they been busy with household chores to help their parents?\u00a0Did anxiety and sleep disturbances increase in them?\u00a0What are the categories of children who have suffered the most from this unprecedented episode?\u00a0This experience is characterized by\u00a0its diversity<\/a>\u00a0according to the family context, the parents’ employment, the standard of living and the living conditions.<\/p>\n

School work: working-class families in mind<\/strong><\/h4>\n

How did the children adapt to \u201cpass the time\u201d?\u00a0They played or read, a lot;\u00a0do their homework, often;\u00a0sometimes helped their parents;\u00a0went out for a walk, a bit.<\/p>\n

Despite the closure of schools, contact between teachers and families has not been broken.\u00a0Almost all of the parents questioned thus declared that the teacher had transmitted schoolwork and 95% considered that it was done without too much technical difficulty, by email (83%) or via the digital workspace of school (33%).\u00a0The system of the National Center for Distance Learning (Cned) \u201cMy class at home\u201d has only been used by one in five children, and most often occasionally.<\/p>\n

Parents also report that the children’s home schoolwork has gone quite well.\u00a0Two thirds of them (65%) were able to isolate themselves easily for work;\u00a095% received help from a relative, more often from the mother than from the father (92% and 60% respectively), sometimes from a brother or sister (17%).<\/p>\n

This rather positive assessment must nevertheless be qualified.\u00a0The pupils indeed worked in very unusual conditions.\u00a0Two-thirds of them worked less than three hours a day.\u00a0Only 13% were helped more than 3 hours a day.\u00a0And, in one in five cases, relatives would have experienced difficulties in helping the children.\u00a0The \u201cpedagogical continuity\u201d was therefore relative, based very largely on the capacity of the children to learn under these new conditions.<\/p>\n

It is in modest environments that the time devoted to school work by the child and by the caregiver has been the most important, a sign of the voluntarism of the parents concerned and undoubtedly also of their difficulties in implementing ” home school \u201d.\u00a0All other things being equal, the chances of being helped at this level are 80% higher in households with predominantly employee, manual worker or self-employed person compared to those with managerial parents.<\/p>\n

Screens and household loads: gender differences<\/strong><\/h4>\n

Outside of school work, children\u00a0spent<\/a>\u00a0an average of 2h45 per day on screens in all their forms, 1h45 on reading, artistic activities and board games, and more than two hours on physical and sports activities.<\/p>\n

Screens represented more than two thirds of total leisure time for 13% of children.\u00a0The predilection for screens is therefore reinforced by confinement.\u00a0With family situation and socioeconomic status of equivalent parents, the probability of being a heavy consumer of screens (having spent more than two-thirds of the total leisure time) more than doubled among children living in the constrained space of an apartment compared to those who live in a house in an urban area.<\/p>\n

Children living in predominantly working-class or employed households are also more inclined to be heavy consumers of screens than children of executives (respectively 2.7 and 2 times more).\u00a0This situation highlights an effect linked to the size of the siblings – single children, deprived of play partners during confinement, were more exposed than those with siblings.\u00a0It also illustrates an already known gender effect – boys are 1.7 times more likely to be heavy screen consumers compared to girls.<\/p>\n

The question of gender is also found at the level of involvement in domestic tasks.\u00a0The children were called upon to cope with the increased costs associated with the closure of canteens and the continued presence in the accommodation.\u00a0Thus, 44% of parents declare an increase in their child’s participation in domestic tasks during confinement, girls more often than boys.<\/p>\n

As they already participate more in normal times, confinement has accentuated gender inequalities in child domestic work.\u00a0The increase in children’s participation is strongest in wealthy households and executives.<\/p>\n

Family climate and housing conditions<\/strong><\/h4>\n

This upheaval in daily activities is a potentially anxiety-provoking experience and may have had an impact on family harmony, the quality of sleep and the children’s psychological balance.<\/p>\n

But this experience in isolation did little to affect the family climate.\u00a0The vast majority of parents state that their relationship with their child (ren) has not changed (61%) or even improved (23%).\u00a0A small proportion (16%) however find them more tense than usual.\u00a0It is the same for relations between brothers and sisters.\u00a0Children living with only one parent have more often degraded relationships with him (26%) than those living with both parents (15%).<\/p>\n

The family climate has improved more often in executive households.\u00a0On the other hand, relations deteriorate when the financial situation of the household is perceived as difficult.\u00a0Housing conditions are also decisive, relationships have more often deteriorated when housing did not have outdoor space.<\/p>\n

The onset of sleep disturbances<\/strong><\/h4>\n

With the disappearance of the obligation to get up to go to school, nearly 40% of children saw their sleep duration increase, but it nevertheless decreased for 14% of them.\u00a0The confinement had a deleterious impact on sleep for 22% of the children: half had already experienced sleep problems before and saw them worsen, in the other cases, the disorders appeared during the confinement.<\/p>\n

All other things being equal, the presence of sleep-related problems during confinement was higher for girls than for boys, children from low-income households than those from wealthy households, and children who lived in a building. compared to those living in an urban home.<\/p>\n

A small proportion of children, 13%, experienced socio-emotional difficulties such as anxiety and difficulty concentrating or impulsivity.\u00a0These problems are very much related to the type of family and housing.\u00a0The proportion of children with this type of difficulty is high among those living with a single parent (27%) or in an apartment, especially those without a balcony (23%).<\/p>\n

Although they had less contact with other children during confinement, the only children did not have more difficulty.\u00a0Boys suffered more socio-emotional difficulties than girls, as is observed in normal times.\u00a0Children with these disorders are also over-represented in households with the lowest incomes, especially those facing a drop in income during confinement (19%) compared to well-off households with constant income (10%).<\/p>\n

Degradation during confinement<\/strong><\/h4>\n

If we summarize the range of difficulties experienced by children by a synthetic score, we observe that 55% of them had no particular problem, 30% had only one, 10% two, 5% three or more.\u00a0The most common difficulties encountered are overuse of screens and sleep disturbances.<\/p>\n

Overall, the risk of being affected by several of these problems increased by 25% between the middle and the end of confinement.<\/p>\n

Despite the upheaval in their daily lives, children aged 8 to 9 have adapted rather well to the first confinement.\u00a0The protective framework of the family cushioned the shock of the health and economic crisis.\u00a0However, some of them experienced it more difficult.\u00a0These are generally children who, in normal times, have specific behaviors and difficulties that the confinement has accentuated.<\/p>\n

Author Bios: <\/strong>Xavier Thierry is Associate research scientist, Ariane Pailhe is Research Director both at the National Institute of Demographic Studies (INED) and Bertrand Geay is Professor at the University of Picardy (CURAPP, CNRS), SHS Scientific Coordinator of the French Longitudinal Study since Childhood (ELFE, INED-INSERM) at the University of Picardy Jules Verne<\/em><\/p>\n

Also co-authors of this article are: Nathalie Berthomier, J\u00e9rome Camus, Nicolas Cauchi-Duval, Jean \u2011 Louis Lano\u00eb, Sylvie October, Julie Pagis, Lidia Panico, Thierry Sim\u00e9on, Anne Solaz and the SAPRIS team.<\/p>\n","protected":false},"excerpt":{"rendered":"

  The confinement instituted in France in the spring of 2020 to fight against the first wave of the Covid-19 epidemic has brutally changed living and working conditions.\u00a0Its effects\u00a0for adults are starting to be\u00a0established\u00a0, in particular the increase in\u00a0social inequalities\u00a0.\u00a0Under house arrest for at least two months, the children were cut off from their social […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":55914,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[366189],"coauthors":[11733],"class_list":["post-55913","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-confined-children"],"acf":[],"yoast_head":"\nSix keys to understanding the daily life of confined children - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/six-keys-to-understanding-the-daily-life-of-confined-children\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Six keys to understanding the daily life of confined children - 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