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
Infancy,
Journal Year:
2024,
Volume and Issue:
29(6), P. 983 - 1001
Published: Aug. 23, 2024
High-quality
early
care
and
education
(ECE)
programs
are
associated
with
positive
outcomes,
especially
for
children
from
low-income
families.
During
the
initial
COVID-19
pandemic
lockdown
many
of
these
families
faced
an
abrupt
halt
to
ECE.
Here,
we
examined
how
toddlers
economically
disadvantaged
backgrounds
enrolled
in
high-quality
ECE
United
States
during
2020
(n
=
48)
fared
on
cognitive
socioemotional
outcomes
compared
a
2019
pre-pandemic
cohort
94)
2021
132).
Toddlers
scored
significantly
lower
executive
function
cohorts.
had
higher
ratings
self-regulation
cohort,
but
not
cohort.
There
were
no
differences
attachment
between
Findings
suggest
that
due
impacted
US
toddlers'
abilities.
This
underscores
importance
continued
infants
disruptive
times.
Further
work
is
needed
investigate
long-term
impacts
experiencing
COVID-19.
Research Square (Research Square),
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 18, 2024
Abstract
The
term
‘Perinatal’
incorporates
pregnancy,
birth
and
the
postnatal
period.
perinatal
period
is
a
milestone
event
in
both
individual
familial
life
cycle,
an
experience
shared
by
wider
social
network
community.
Yet,
it
can
be
where
impact
of
pre-existing
emerging
mental
health
problems
during
this
time
could
necessitate
specialist
Perinatal
Mental
Health
Services
(PMHS)
support
via
NHS.
COVID-19
pandemic
considered
to
have
exacerbated
adversity
for
(PMH),
yet
questions
on
lived
remain
unanswered.
Interviews
with
expectant
new
mothers
were
analysed
using
Reflexive
Thematic
Analysis
(RTA)
establishing
themes
1-
Medical
Care
Pandemic,
2-
Becoming
Parent
within
isolation,
iii-
Managing
Period
Support
Perintal
iv-
Parenthood
beyond
Pandemic.
Findings
indicated
that
Pandemic
caused
concerns
worries
amongst
pregnant,
birthing,
post-partum
women
diminished
opportunities
created
adverse
upon
them.
Overall,
appears
ripple
effect
their
families
experiencing
COVID-19.
Although
participants
largely
did
not
link
poor
well-being
they
attributed
causes
poorer
experiences
identifying
as
contributor
heightened
distress
at
times
sole
cause
referral
Services.
Infancy,
Journal Year:
2024,
Volume and Issue:
30(1)
Published: Nov. 22, 2024
ABSTRACT
The
COVID‐19
pandemic
created
an
unprecedented
situation
for
families
worldwide,
with
its
potential
impact
on
child
development
remaining
uncertain,
particularly
within
Latin
American
communities.
This
study
aimed
to
analyze
in
children
from
Costa
Rica
and
Mexico
who
grew
up
during
pandemic.
A
cross‐sectional
was
conducted
using
a
convenience
sample
of
183
children;
historical
control
group
Rican
(
n
=
171)
also
included.
Child
assessed
the
EDIN‐II
EDI
Mexico,
along
parental
questionnaire.
Descriptive
statistics,
chi‐square
tests,
logistic
regression
analysis
were
performed,
significance
level
0.05.
Significant
differences
found
when
comparing
risk
delay,
overall
score
fine
motor
domain
score.
probability
delay
associated
child's
sex,
age,
maternal
education
whether
primary
caregiver
role
shared
by
both
parents
or
fulfilled
single
parent.
In
Rica,
post‐pandemic
lower
than
that
pre‐pandemic.
these
delays
growing
pandemic,
families'
Socioeconomic
Development
Index.
These
results
contribute
understanding
context
provide
foundation
future
research.
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
