Spain is one of the European countries most affected of COVID-19, and also the one with the most stringent restrictions for children. This study aims to explore how COVID-19 lockdown affects children by analysing 151 drawings from children in lockdown. Findings were represented in four main categories: (1) Activities; (2) Emotions; (3) Socialization; and (4) Academic. The results indicate the need to manage the lockdown situation taking into account also children’s voices and by placing greater emphasis on social and inclusive policies to help alleviate the possible effects of the pandemic and the lockdown on them.
BrooksSKWebsterRKWoodlandL, et al. (2020) The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet395(10227): 912–920.
2.
BurgessSSievertsenH (2020) Schools, skills, and learning. The impact of COVID-19 on education. Avalaible at:https://cutt.ly/MygIxwE(accessed 17 april 2021).
3.
Cabanas-SánchezVMartínez-GómezDEsteban-CornejoI, et al. (2019) Associations of total sedentary time, screen time and non-screen sedentary time with adiposity and physical fitness in youth: the mediating effect of physical activity. Journal of Sports Sciences37(8): 839–849.
4.
CaiJXuJLinD, et al. (2020) A case series of children with 2019 novel coronavirus infection: clinical and epidemiological features. Clinical Infectious Diseases71(6): 1547–1551.
5.
ChenPMaoLNassisGP, et al. (2020) Returning Chinese school-aged children and adolescents to physical activity in the wake of covid-19: actions and precautions. Journal of Sport and Health Science9(4): 322–324.
6.
ColumboSA (1986) “General well-being in adolescents: its nature and measurement” (Doctoral dissertation, Saint Louis University, 1984). Dissertation Abstracts International46: 2246B.
7.
DaltonLRapaESteinA (2020) Protecting the psychological health of children through effective communication about COVID-19. Lancet4(5): 346–347.
8.
DockettSPerryB (2005) Children’s drawings: experiences and expectations of school. International Journal of Equity and Innovation in Early Childhood3(2): 77–89.
9.
FrühaufASchnitzerMSchobersbergerW, et al. (2020) Jogging, nordic walking and going for a walk-inter-disciplinary recommendations to keep people physically active in times of the covid-19 lockdown in Tyrol, Austria. Current Issues in Sport Science (CISS)5: 100.
HowesC (2020) Social-emotional classroom climate in child care, child-teacher relationships and childrens second grade peer relations. Social Development9(2): 191–204.
12.
IdoiagaNBerasategiNEigurenA, et al. (2020) Exploring children’s social and emotional representations of the Covid-19 pandemic. Frontiers in Psychology11: 1952.
13.
IdoiagaNBerasategiNDosilM, et al. (2021) Struggling to breathe: a qualitative study of children’s wellbeing during lockdown in Spain. Psychology and Health36(2): 179–194.
14.
JiaoWYWangLNLiuJ, et al. (2020) Behavioral and emotional disorders in children during the COVID-19 epidemic. The Journal of Pediatrics221: 264–266.
15.
JilohaRC (2020) COVID-19 and mental health. Epidemiology International5(1): 7–9.
16.
KalvaitisDMonhardtRM (2012) The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students. Experimental Eye Research18(2): 209–227.
17.
LeungCCLamTHChengKK (2020) Mass masking in the COVID-19 epidemic: people need guidance. Lancet395(10228): 945–947.
18.
LippiGHenryBMBovoC, et al. (2020) Health risks and potential remedies during prolonged lockdowns for coronavirus disease 2019 (COVID-19). Diagnosis7(2): 85–90.
19.
LiteratI (2013) A pencil for your thoughts: participatory drawing as a visual research method with children and youth. International Journal of Qualitative Methods12(1): 84–98.
20.
MerinoJC (2020) Sánchez defends his management: “we have adopted the most drastic measures in the world”. La Vanguardia.
21.
Miguel-BergesMLSantaliestra-PasiasAMMouratidouT, et al. (2020) Parental perceptions, attitudes and knowledge on European preschool children’s total screen time: the ToyBox-study. European Journal of Public Health30(1): 105–111.
22.
PikoBFBakJ (2006) Children’s perceptions of health and illness: images and lay concepts in preadolescence. Health Education Research21(5): 643–653.
23.
PisanoLGalimiDCernigliaL (2020). A qualitative report on exploratory data on the possible emotional/behavioral correlates of covid-19 lockdown in 4–10 years children in Italy. PsyArXiv.
24.
QinFSongYNassisGP, et al. (2020) Prevalence of insufficient physical activity, sedentary screen time and emotional well-being during the early days of the 2019 novel coronavirus (COVID-19) outbreak in China: a national cross-sectional study (3/31/2020). Available at SSRN:https://ssrn.com/abstract=3566176
25.
RobertsonJ (2000) Drawing: making thinking visible. In: SchillerW (ed) Thinking Through the Arts. Amsterdam: Harwood Academic Publishers.
26.
RobinsonC (2014) Children, Their Voices and Their Experiences of School: What Does the Evidence Tell Us?Cambridge: Cambridge Primary Review Trust.
27.
RoseG (2007) Visual Methodologies: An Introduction to the Interpretation of Visual Material. Thousand Oaks, CA: Sage.
28.
Royal Decree 462/2020 (2020) Declaring the state of alarm for the management of the health crisis situation caused by covid-19. Official State Gazette. Available at: https://cutt.ly/gygS8FeRundle
29.
RundleAParkYHerbstmanJ, et al. (2020) Covid‐19 related school closings and risk of weight gain among children. Obesity28(6): 1008–1009.
30.
SánchezP (2020a) Press Conference by the President of the Government After the Extraordinary Council of Ministers on the Coronavirus. La Moncloa: Presidency of the Government of Spain.
31.
SchnettlerBRaabJ (2012) Análisis visual interpretativo: avances, estado del arte y problemas pendientes. Paradigmas: Una Revista Disciplinar de Investigación4(2): 79–122.
32.
SimovskaVde RóisteAKellyC, et al. (2012) Is school participation good for children? Associations with health and wellbeing. Health Education112(2): 88–104.
33.
SinghJSinghJ (2020) COVID-19 and its impact on society. Electronic Research. Journal of Social Sciences and Humanities2(1): 168–172.
34.
SprangGSilmanM (2013) Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster Medicine and Public Health Preparedness7(1): 105–110.
WangGZhangYZhaoJ, et al. (2020) Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet395(10228): 945–947.
37.
WentzelKRLooneyL (2007) Socialization in School Settings. Handbook of Socialization Theory and Research. New York: The Guiford Press.
38.
World Health Organisation (1946) Constitution of the World Health Organization. Geneva: World Health Organisation.
39.
World Health Organization (1984) Health Promotion: A Discussion Document on the Concept and Principles: Summary Report of the Working Group on Concept and Principles of Health Promotion. Copenhagen: WHO Regional Office for Europe.
