Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review DOI Creative Commons
Cecilia Zuniga‐Montanez, Catherine Davies,

Laurie Ligoxygakis

et al.

Journal of Child Psychology and Psychiatry, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 27, 2024

A diverse body of research conducted since the start Covid‐19 has investigated impact pandemic on children's environments and their language development. This scoping review synthesises peer‐reviewed literature this topic between 2020 2023. Following Joanna Briggs Institute methodology PRISMA extension for reviews, we searched five databases studies that fulfilled following inclusion criteria: with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; focusing any area development, including sources describing literacy educational practices impacted development; in context COVID‐19 pandemic, no restrictions geographical location used by participants. Ninety‐four eligible were identified review. The extracted data synthesised using frequency tables narrative descriptions. Eligible a wide range collection periods, methods, sites, sample ages, sizes, roles to fulfil 15 broad aims. They show language‐learning significantly impacted, variability over time across socioeconomic spectrum. Together they domains, as well several home, educational, demographic factors hypothesised Of those focused outcomes, most converge suggest decline typical expectations social communication, vocabulary, morphosyntax, literacy, schooling, general communication skills, school readiness, other areas academic progress. Our synthesis suggests environment COVID‐19. will support families, researchers, practitioners, policymakers working pandemic‐era children further understand effects

Language: Английский

Do pre-schoolers with high touchscreen use show executive function differences? DOI Creative Commons
Ana Maria Portugal, Alexandra Hendry, Tim J. Smith

et al.

Computers in Human Behavior, Journal Year: 2022, Volume and Issue: 139, P. 107553 - 107553

Published: Oct. 31, 2022

The recent increase in children's use of digital media, both TV and touchscreen devices (e.g., tablets smartphones), has been associated with developmental differences Executive Functions (EF). It hypothesised that early exposure to attention-commanding contingent stimulation provided by touchscreens may reliance on bottom-up perceptual processes limit the opportunity for practice voluntary (i.e., top-down) attention leading EF. This study tests concurrent longitudinal associations between (high use, HU ≥ 15 min/day; low LU < min/day), two components EF (working-memory/cognitive-flexibility, impulse/self-control), building explicitly models point a bidimensional structure during toddlerhood pre-school years. A sample 46 3.5-year-olds (23 girls) was tested battery lab-based measures matched at 12 months range background variables including temperament. Touchscreen showed significantly reduced performance Working Memory/Cognitive Flexibility, although this became non-significant when controlling TV. Impulse/Self-control not but negatively non-child-directed television. Our results provide partial support hypothesis using might reduce capacity top-down behaviour control, indicate broader media environment be implicated executive function development. However, it also case individuals who are predisposed towards exogenous more drawn screen use. Future studies needed replicate findings, demonstrate causality, investigate bidirectionality.

Language: Английский

Citations

10
Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns DOI Creative Commons

Michelle McGillion,

Catherine Davies, Shannon P Kong

et al.

Journal of Child Language, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 17

Published: March 20, 2023

Previous studies have shown that caregivers' sensitive, responsive interactions with young children can boost language development. We explored the association between sensitivity and vocabulary development of their 8-to-36-month-olds during COVID-19 when family routines were unexpectedly disrupted. Measuring from home interaction videos at three timepoints, we found who experienced more-sensitive concurrent had higher receptive expressive vocabularies (N=100). Children whose caregivers showed beginning pandemic greater growth six (but not 12) months later (n=58). Significant associations observed. Our findings highlight importance a time other positive influences on compromised.

Language: Английский

Citations

6
Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers’ Language and Emotional–Behavioral Development: A Moderation Analysis DOI Creative Commons
Valentina Lampis, Sara Mascheretti, Chiara Cantiani

et al.

Children, Journal Year: 2023, Volume and Issue: 10(4), P. 656 - 656

Published: March 30, 2023

The quantity and quality of environmental stimuli contexts are crucial for children’s development. Following the outbreak SARS-CoV-2 (COVID-19), restrictive measures have been implemented, constraining social lives changing their daily routines. To date, there is a lack research assessing long-lasting impacts that these changes had on language emotional–behavioral In large sample preschoolers (N = 677), we investigated (a) effects in family life activities over first Italian nationwide COVID-19-pandemic-related lockdown upon linguistic profiles (b) how demographic variables lifelong characteristics moderated associations within multiple-moderator framework. Our findings showed relationship between time spent watching TV/playing video games affective problems was by number siblings. children who could be at high risk more normal circumstances, such as only children, particularly harmed. Therefore, long-term lockdown-related potential risk/protective factors added significant information to existing literature.

Language: Английский

Citations

6
More frequent naps are associated with lower cognitive development in a cohort of 8–38‐month‐old children, during the Covid‐19 pandemic DOI Creative Commons
Teodora Gliga, Alexandra Hendry, Shannon P Kong

et al.

JCPP Advances, Journal Year: 2023, Volume and Issue: 3(4)

Published: July 27, 2023

Abstract Background How often a child naps, during infancy, is believed to reflect both intrinsic factors, that is, the need of an immature brain consolidate information soon after it acquired, and environmental factors. Difficulty accounting for important factors interfere with child's sleep needs (e.g., attending daycare) has clouded our ability understand role drivers napping frequency. Methods Here we investigate patterns in association two measures cognitive ability, vocabulary size, measured Oxford‐Communicative Development Inventory ( N = 298) executive functions (EF), Early EF Questionnaire 463), cohort 8–38‐month‐olds. Importantly, because social distancing imposed Covid‐19 Spring 2020 lockdown, UK, were taken when children did not access daycare settings. Results We find more frequent but shorter naps than expected their age had lower concurrent receptive vocabularies, slower increase expressive from spring winter 2020, age, sex, SES accounted for. The negative between frequency became stronger age. Conclusions These findings suggest structure daytime indicator development highlight importance considering perturbations investigating developmental correlates sleep.

Language: Английский

Citations

5
A study of early multilingualism in Iran: The effects of mother tongue literacy, socio-economic status and foreground TV exposure DOI Creative Commons
Mohamad Reza Farangi, Amir Naami

Acta Psychologica, Journal Year: 2024, Volume and Issue: 243, P. 104167 - 104167

Published: Feb. 2, 2024

This study investigated interactions among linguistics, social and political factors in a linguistically rich environment. For this purpose, two-hundred Iranian preschoolers (aged 5 to 6 years old) from four ethnic/linguistic groups (Arab, Kurd, Turk Fars) were selected using multi-stage stratified sampling. All participants took part an Elementary English language course their exposure foreground TV was recorded media portfolio. Maternal education family income considered as criteria for socio-economic status. Children's proficiency measured through Language Sample Analysis (LSA). The LSA components included total number of utterances produced, words new produced mean length utterances. Regression analysis, ANOVA t-tests used data analyses. results showed that bilingual children performed slightly better than multilingual measures but cannot be taken granted. Moreover, status significantly related not associated with the measures. These supported arguments purported by minority proponents on importance children's mother tongue educational curriculum.

Language: Английский

Citations

1
Exploring parent-engaged developmental monitoring of young children before and during the COVID-19 pandemic, Porter Novelli Styles 2019 and 2021 DOI Open Access
Ciara Nestor,

Pooja Sonikar,

Amber Eberhardt

et al.

Disability and health journal, Journal Year: 2023, Volume and Issue: 16(3), P. 101474 - 101474

Published: April 5, 2023

Language: Английский

Citations

2
Cognitive Teleintervention With Board Games During The Pandemic Lockdown In School-Age Children DOI Creative Commons
Núria Vita‐Barrull, Verónica Estrada‐Plana, Jaume March‐Llanes

et al.

International Journal of Games and Social Impact, Journal Year: 2023, Volume and Issue: 1(2), P. 8 - 37

Published: Sept. 1, 2023

Background. Playing modern board games has been linked to cognitive enhancement in children when playing face-to-face. However, because of the SARS-CoV-2, an analog way was difficult. Objective. To test efficacy a intervention program with school-age (25 Spaniards; 5-12 years) delivered remotely through web conferencing. Methods. We performed randomized controlled trial wait-list control group (n=10) and pre-post testing (updating, inhibition, flexibility, verbal fluency). The study preregistered on clinicaltrials.gov (NCT04823338). experimental (n=15) played commercialized adapted online format during 12 sessions. Results Conclusions. found higher flexibility fluency improvements than group. also saw visuospatial updating solely passive Board could entail some benefits, though we paradigmatic results too. may benefit most face face.

Language: Английский

Citations

2
Perspectives on the essential needs of children in early childhood in the context of the COVID-19 pandemic: an integrative review DOI Creative Commons
A Cordeiro, Glória Vitória Ferreira Livinhale, Ellen Cristina Gondim

et al.

Escola Anna Nery, Journal Year: 2024, Volume and Issue: 28

Published: Jan. 1, 2024

ABSTRACT Objective Identify scientific knowledge regarding the implications of COVID-19 pandemic on early childhood, specifically from perspective children’s essential needs. Method An integrative literature review was conducted five databases. The process involved identifying a research problem, creating guiding question, performing search, analyzing data, and synthesizing results. included original articles about children under six, published between 2020 2022. theoretical framework child’s needs used for analysis. Results A total 22 were analyzed. Findings indicated an increase in parental overload stress levels. exhibited behavioral changes, sleep pattern disorders, increased digital media use, reduced outdoor participation. Protective factors related to familial bond, child care, reception identified. Closure daycare centers schools resulted distance caregiver, education professionals, fellow parents. In contrast, reopening those places brought added support families. needs, such as ongoing supportive relationships, developmentally appropriate experiences, communities, more highlighted. Physical protection setting boundaries less prominent aspects. No experiences examining individual differences Conclusion points significant vulnerabilities certain potentialities health care during pandemic. Those results suggest considerable impacts well-being development imply nursing practices Primary Health Care.

Language: Английский

Citations

0
Perspectivas sobre as necessidades essenciais das crianças na primeira infância no contexto da pandemia da COVID-19: uma revisão integrativa DOI Creative Commons
A Cordeiro, Glória Vitória Ferreira Livinhale, Ellen Cristina Gondim

et al.

Escola Anna Nery, Journal Year: 2024, Volume and Issue: 28

Published: Jan. 1, 2024

RESUMO Objetivo O presente estudo objetiva identificar as perspectivas científicas sobre implicações da pandemia COVID-19 na primeira infância, focando nas necessidades essenciais criança. Método Foi realizada uma revisão integrativa literatura, que incluiu cinco bases de dados. processo envolveu a identificação do problema, o desenvolvimento pergunta orientadora, pesquisa análise dos dados e síntese resultados. Foram incluídos artigos originais envolviam crianças com menos seis anos, publicados entre 2020 2022. A foi conduzida tendo como referencial teórico Resultados examinados 22 artigos. Os resultados indicaram um aumento sobrecarga no estresse parental. As apresentaram alterações comportamentais, perturbações padrão sono, uso mais frequente mídias digitais diminuição atividades realizadas ao ar livre. Fatores protetores, relacionados vínculo familiar, cuidado acolhimento criança, foram identificados. fechamento creches escolas distanciou os cuidadores profissionais educação outros pais, mas sua reabertura trouxe maior apoio às famílias. Necessidades relacionamentos contínuos apoio, experiências adequadas comunidades solidárias evidenciadas. No entanto, encontrados aspectos à proteção física estabelecimento limites. Experiências diferenças individuais não identificadas. Conclusão científica revelou vulnerabilidades substanciais potencialidades saúde criança durante COVID-19. Esses sugerem impactos significativos bem-estar infantil, implicando necessidade ações específicas por parte enfermagem contexto Atenção Primária Saúde.

Citations

0
How we Measure and Operationalise Socioeconomic Disadvantage in Developmental Research has Implications for Theory and Policy DOI Open Access
Emma Blakey, Laura A. Outhwaite,

Eleanor Braithwaite

et al.

Published: Aug. 23, 2024

Social inequality is associated with a range of early childhood outcomes including pre-academic skills, executive functions and language. Developmental researchers often use the term ‘disadvantage’ to denote groups children falling at lower-end social gradient risk behind their more advantaged peers. However, this remains ill defined, inconsistently operationalised, working in academia policy using differently. If we are gain comprehensive understanding how disadvantage affects child subsequently better models that feed into policies, it essential have clear what means adopt greater precision its measurement. This article aims highlight issues has been conceptualised operationalised cognitive development research. We finish by offering some potential solutions lead precise inclusive considerations family disadvantage.

Language: Английский

Citations

0