Bashir Khalid, Kausar Zeenat, Khan S Muhammad Salim, Qurieshi Mariya Amin, Haq Inaamul
Department of Community Medicine, Government Medical College, Srinagar, Jammu and Kashmir, India.
Department of Anatomy, Government Medical College, Srinagar, Jammu and Kashmir, India.
Indian J Psychiatry. 2023 Apr;65(4):419-423. doi: 10.4103/indianjpsychiatry.indianjpsychiatry_393_22. Epub 2023 Apr 11.
Children inherently want to remain engrossed in the activities as easily as possible within their ecological environment and academic curricular ambit. Covid-19 adversely affected our physical, social, and mental conditions and children were no exception.
To understand the experiences of teachers who have been doing virtual teaching to children during COVID-19; To understand the impact of virtual teaching and COVID-19 on physical and mental health of children.
The qualitative study was conducted in the Kashmir valley and school teachers teaching students from class Ist to class 8 were involved in the study. Participants were selected purposefully based on the inclusion criteria. One-to-one in-depth interviews were conducted with sixteen (16) school teachers, using a preformed interview guide. Data analysis was performed using the thematic analysis method.
Data analysis yielded four overarching themes and twelve subthemes viz:- 1) Attitudes towards online sessions among teachers (2) factors affecting the physical and mental health of children (3) Effectiveness of online classes for individual lines of children's mental development (4) External and internal factors impacting child development and pedagogy.
The study result explicitly showed mental and physical health of children got considerably affected by online teaching during the Covid-19 pandemic. Online teaching especially to children is less yielding in terms of effective academic consequences. Nevertheless, blending online teaching with pedagogy can enhance certain multidimensional capabilities of the children.
儿童天生希望在其生态环境和学术课程范围内尽可能轻松地专注于活动。新冠疫情对我们的身体、社交和心理状况产生了不利影响，儿童也不例外。
了解在新冠疫情期间对儿童进行虚拟教学的教师的经历；了解虚拟教学和新冠疫情对儿童身心健康的影响。
在克什米尔山谷进行了定性研究，研究对象包括从一年级到八年级教学的学校教师。根据纳入标准有目的地选择参与者。使用预先制定的访谈指南，对16名学校教师进行了一对一的深入访谈。采用主题分析法进行数据分析。
数据分析产生了四个总体主题和十二个子主题，即：1）教师对在线课程的态度；2）影响儿童身心健康的因素；3）在线课程对儿童个体心理发展路线的有效性；4）影响儿童发展和教学法的外部和内部因素。
研究结果明确表明，在新冠疫情期间，在线教学对儿童的身心健康产生了相当大的影响。就有效的学业成果而言，尤其是对儿童的在线教学效果较差。然而，将在线教学与教学法相结合可以提高儿童的某些多维度能力。
