Published in the journal Child Development, this research suggests that the COVID-19 pandemic may have set back some children’s development by several years. Lockdowns were found to have significantly disrupted children acquiring skills such as staying focused, controlling impulses, and adapting to new situations.
The study followed 139 children aged between 2.5 and 6.5 years as part of a long-term developmental project that began before the pandemic. Because researchers had baseline data from before COVID-19, they were able to directly compare children’s progress before, during, and after lockdowns. The results showed that children who were in reception class (ages 4-5) when lockdowns began experienced much slower growth in self-regulation and cognitive flexibility than children who were still in preschool at the time.
Researchers say reception-age children were particularly affected because this stage normally involves intense social learning in the classroom, where children develop routines, friendships, and behavioral control. When schools closed and social interaction disappeared, many children missed key opportunities to develop these skills. The findings suggest that this group may continue to experience developmental effects for years and may require additional support from educators and health services to help close the gap.
To read how recent research has shown that COVID-19 infections were already declining across much of Europe before national lockdowns were imposed, see this news story on our website.
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The COVID-19 pandemic disrupted children’s ability to self-regulate, according to research from the University of East Anglia. A new study reveals that the pandemic hampered children’s ability to regulate their behavior, stay focused, and adapt to new situations.
[Source: medicalxpress.com]
[Image source: Freepik.com]
Comment
Published in the journal Child Development, this research suggests that the COVID-19 pandemic may have set back some children’s development by several years. Lockdowns were found to have significantly disrupted children acquiring skills such as staying focused, controlling impulses, and adapting to new situations.
The study followed 139 children aged between 2.5 and 6.5 years as part of a long-term developmental project that began before the pandemic. Because researchers had baseline data from before COVID-19, they were able to directly compare children’s progress before, during, and after lockdowns. The results showed that children who were in reception class (ages 4-5) when lockdowns began experienced much slower growth in self-regulation and cognitive flexibility than children who were still in preschool at the time.
Researchers say reception-age children were particularly affected because this stage normally involves intense social learning in the classroom, where children develop routines, friendships, and behavioral control. When schools closed and social interaction disappeared, many children missed key opportunities to develop these skills. The findings suggest that this group may continue to experience developmental effects for years and may require additional support from educators and health services to help close the gap.
To read how recent research has shown that COVID-19 infections were already declining across much of Europe before national lockdowns were imposed, see this news story on our website.
Dr. Rath Health Foundation
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