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Volume 13
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Article

Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany

by
Penny Levickis
1,*,
Lisa Murray
1,
Frank Niklas
2,
Lynn Lee-Pang
1,
Marius Vogt
3,
Jane Page
1,
Patricia Eadie
1 and
Simone Lehrl
3
1
Melbourne Graduate School of Education, The University of Melbourne, Melbourne 3010, Australia
2
Department of Psychology, Ludwig-Maximilians-Universität München, 80539 München, Germany
3
Department of Education, University of Education Weingarten, 88250 Weingarten, Germany
*
Author to whom correspondence should be addressed.
Educ. Sci. 2023, 13(7), 641; https://doi.org/10.3390/educsci13070641
Submission received: 31 May 2023 / Revised: 20 June 2023 / Accepted: 20 June 2023 / Published: 22 June 2023
(This article belongs to the Special Issue The Psychological and Educational Effects of COVID-19: Now and Then)
Versions Notes

Abstract

The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children’s social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the family, early learning experiences in the home and early childhood education, and parent wellbeing and mental health) during COVID-19 in Australia and Germany, two countries that experienced significant lockdown periods. Using a longitudinal online survey design, parents of young children (aged 1–6 years) in Australia (N = 66) and Germany (N = 53) completed surveys on their own wellbeing; their child’s wellbeing; the home learning environment, and their satisfaction with early childhood education and care at two time points in 2020 and 2021. The burden of COVID-19 mitigation measures on families’ everyday lives correlated with child wellbeing outcomes in both the Australian and German cohorts. Findings also provide evidence of potential protective factors of children’s social-emotional wellbeing during stressful events, such as the lockdowns experienced by families in Germany and Australia during the pandemic.
Keywords: child wellbeing; parent wellbeing; COVID-19; home learning environment; early childhood education child wellbeing; parent wellbeing; COVID-19; home learning environment; early childhood education

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MDPI and ACS Style

Levickis, P.; Murray, L.; Niklas, F.; Lee-Pang, L.; Vogt, M.; Page, J.; Eadie, P.; Lehrl, S. Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany. Educ. Sci. 2023, 13, 641. https://doi.org/10.3390/educsci13070641

AMA Style

Levickis P, Murray L, Niklas F, Lee-Pang L, Vogt M, Page J, Eadie P, Lehrl S. Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany. Education Sciences. 2023; 13(7):641. https://doi.org/10.3390/educsci13070641

Chicago/Turabian Style

Levickis, Penny, Lisa Murray, Frank Niklas, Lynn Lee-Pang, Marius Vogt, Jane Page, Patricia Eadie, and Simone Lehrl. 2023. "Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany" Education Sciences 13, no. 7: 641. https://doi.org/10.3390/educsci13070641

APA Style

Levickis, P., Murray, L., Niklas, F., Lee-Pang, L., Vogt, M., Page, J., Eadie, P., & Lehrl, S. (2023). Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany. Education Sciences, 13(7), 641. https://doi.org/10.3390/educsci13070641

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