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      Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

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          Early estimates of the indirect effects of the COVID-19 pandemic on maternal and child mortality in low-income and middle-income countries: a modelling study

          Summary Background While the COVID-19 pandemic will increase mortality due to the virus, it is also likely to increase mortality indirectly. In this study, we estimate the additional maternal and under-5 child deaths resulting from the potential disruption of health systems and decreased access to food. Methods We modelled three scenarios in which the coverage of essential maternal and child health interventions is reduced by 9·8–51·9% and the prevalence of wasting is increased by 10–50%. Although our scenarios are hypothetical, we sought to reflect real-world possibilities, given emerging reports of the supply-side and demand-side effects of the pandemic. We used the Lives Saved Tool to estimate the additional maternal and under-5 child deaths under each scenario, in 118 low-income and middle-income countries. We estimated additional deaths for a single month and extrapolated for 3 months, 6 months, and 12 months. Findings Our least severe scenario (coverage reductions of 9·8–18·5% and wasting increase of 10%) over 6 months would result in 253 500 additional child deaths and 12 200 additional maternal deaths. Our most severe scenario (coverage reductions of 39·3–51·9% and wasting increase of 50%) over 6 months would result in 1 157 000 additional child deaths and 56 700 additional maternal deaths. These additional deaths would represent an increase of 9·8–44·7% in under-5 child deaths per month, and an 8·3–38·6% increase in maternal deaths per month, across the 118 countries. Across our three scenarios, the reduced coverage of four childbirth interventions (parenteral administration of uterotonics, antibiotics, and anticonvulsants, and clean birth environments) would account for approximately 60% of additional maternal deaths. The increase in wasting prevalence would account for 18–23% of additional child deaths and reduced coverage of antibiotics for pneumonia and neonatal sepsis and of oral rehydration solution for diarrhoea would together account for around 41% of additional child deaths. Interpretation Our estimates are based on tentative assumptions and represent a wide range of outcomes. Nonetheless, they show that, if routine health care is disrupted and access to food is decreased (as a result of unavoidable shocks, health system collapse, or intentional choices made in responding to the pandemic), the increase in child and maternal deaths will be devastating. We hope these numbers add context as policy makers establish guidelines and allocate resources in the days and months to come. Funding Bill & Melinda Gates Foundation, Global Affairs Canada.
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            The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

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              Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

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                Author and article information

                Contributors
                nswigons@iu.edu
                Journal
                Early Child Educ J
                Early Child Educ J
                Early Childhood Education Journal
                Springer Netherlands (Dordrecht )
                1082-3301
                1573-1707
                28 June 2021
                28 June 2021
                : 1-8
                Affiliations
                [1 ]GRID grid.257413.6, ISNI 0000 0001 2287 3919, Department of Pediatrics, , Indiana University School of Medicine, ; 410 W. 10th St, Suite 2000, Indianapolis, IN 46202 USA
                [2 ]Riley Children’s Health, 705 Riley Hospital Dr, Indianapolis, IN 46202 USA
                [3 ]GRID grid.257413.6, ISNI 0000 0001 2287 3919, Department of Health Policy and Management, Fairbanks School of Public Health, , Indiana University, ; Indianapolis, USA
                [4 ]GRID grid.257413.6, ISNI 0000 0001 2287 3919, Department of Early Childhood Education, , Indiana University School of Education, ; Indianapolis, USA
                Author information
                http://orcid.org/0000-0002-1181-5761
                http://orcid.org/0000-0001-5251-8774
                http://orcid.org/0000-0002-2740-8917
                http://orcid.org/0000-0003-1675-2787
                Article
                1223
                10.1007/s10643-021-01223-z
                8237542
                34220181
                32fcfdd2-9d34-437c-b0d3-5d759473afd3
                © The Author(s) 2021

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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                : 2 June 2021
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