Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function

Infant and Child Development, Год журнала: 2021, Номер 30(4)

Опубликована: Май 21, 2021

Abstract High‐quality, centre‐based education and care during the early years benefit cognitive development, especially in children from disadvantaged backgrounds. During COVID‐19 pandemic its associated lockdowns, access to childhood (ECEC) was disrupted. We investigate how this period affected developmental advantages typically offered by ECEC. Using parent‐report data 189 families living UK, we explore associations between time spent ECEC 8‐to‐36‐month‐olds, their socioeconomic background, growth language executive functions Spring Winter 2020. Receptive vocabulary greater who continued attend period, with a stronger positive effect for less advantaged The of (CEFs) boosted attendance regardless background. Our findings highlight importance high‐quality development key skills levelling inequalities.

Язык: Английский

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Social isolation and the brain: effects and mechanisms

Molecular Psychiatry, Год журнала: 2022, Номер 28(1), С. 191 - 201

Опубликована: Ноя. 25, 2022

Язык: Английский

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Maternal immune activation and role of placenta in the prenatal programming of neurodevelopmental disorders

Neuronal Signaling, Год журнала: 2023, Номер 7(2)

Опубликована: Май 17, 2023

Maternal infection during pregnancy, leading to maternal immune activation (mIA) and cytokine release, increases the offspring risk of developing a variety neurodevelopmental disorders (NDDs), including schizophrenia. Animal models have provided evidence support these mechanistic links, with placental inflammatory responses dysregulation function implicated. This leads changes in fetal brain balance altered epigenetic regulation key pathways. The prenatal timing such mIA-evoked changes, accompanying developmental an

Язык: Английский

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Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID‐19 pandemic on early Executive Functions

Infancy, Год журнала: 2022, Номер 27(3), С. 555 - 581

Опубликована: Янв. 31, 2022

Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent-report study of 575 UK-based 8- to 36 month olds (218 followed longitudinally), we investigate how variation in home environment before during 2020 pandemic relates infants' emerging EFs. Parent-infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, working memory, cognitive flexibility). During most-restrictive UK lockdown-but not subsequently-socioeconomic status (SES) was levels parent-infant activities. Parents who regard fostering early learning, affection, attachment as important more likely engage activities, yet there no significant pathway from parental attitudes or SES CEF via Infant screen use negatively Regulation. Screen fully mediated effect on CEF, partially regulation. Parental toward did significantly influence use. These results indicate that although development EFs, interventions targeting a means increasing thus EF are be less effective than reducing barriers engaging

Язык: Английский

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The COVID generation: how is the pandemic affecting kids’ brains?

Nature, Год журнала: 2022, Номер 601(7892), С. 180 - 183

Опубликована: Янв. 12, 2022

Язык: Английский

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Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the COVID‐19 pandemic

Infancy, Год журнала: 2022, Номер 28(1), С. 158 - 186

Опубликована: Авг. 22, 2022

Abstract Variation in infants’ home environment is implicated their cognitive and psycho‐social development. The pandemic has intensified variations environments through exacerbating socioeconomic inequalities, increasing psychological stressors for some families. This study investigates the effects of parental (predominantly maternal) mental health, enriching activities screen use on 280 24‐ to 52‐month‐olds’ executive functions, internalising externalising problems, pro‐social behaviour; with status social support as contextual factors. Our results indicate that aspects are differentially associated children’s Parents who experienced sustained distress during tended report higher child function difficulties at follow‐up. Children spent more time engaged parents showed stronger functions competence six months later. Screen levels first year were not outcomes. To mitigate risk persistent negative this ‘pandemic generation’ infants, our highlights importance supporting parents’ health. As demonstrate impact investing services interventions promoting building networks likely be beneficial.

Язык: Английский

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Developmental and behavioural outcomes at 2 years in babies born during the COVID-19 pandemic: communication concerns in a pandemic birth cohort

Archives of Disease in Childhood, Год журнала: 2023, Номер 108(10), С. 846 - 851

Опубликована: Июнь 21, 2023

The CORAL (Impact of Corona Virus Pandemic on Allergic and Autoimmune Dysregulation in Infants Born During Lockdown) study reported a reduction social communication milestones 12-month-old infants born into the COVID-19 pandemic.To look at 24-month developmental behavioural outcomes cohort.The is longitudinal prospective observational Irish first 3 months pandemic. At 24 age, Ages Stages Developmental Questionnaire (ASQ24) Child Behaviour Checklist (CBCL) were completed compared with prepandemic BASELINE (Babies After SCOPE: Evaluating Longitudinal Impact Using Neurological Nutritional Impact) cohort.917 babies (312 605 infants) included. cohorts had similar ASQ24 scores fine motor, problem solving personal domains but significantly lower group cohort (mean (SD) 49.5 (15.1) vs 53.7 (11.6), p<0.01). from more likely to score below standardised cut-offs for concern domain (11.9% 5.4% BASELINE, Unadjusted gross motor pandemic cohort. Fewer fell under 2 SD cut-off personal-social subdomain. For CBCL, there was no evidence difference between multivariable analysis.24-month-old pandemic-born largely their counterparts. Concerns have been raised domain.

Язык: Английский

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The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children

Early Childhood Education Journal, Год журнала: 2021, Номер 50(8), С. 1429 - 1438

Опубликована: Окт. 4, 2021

Язык: Английский

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The Kids Are Alright (?). Infants’ Development and COVID-19 Pandemic: A Cross-Sectional Study

International Journal of Public Health, Год журнала: 2022, Номер 67

Опубликована: Июнь 20, 2022

Objectives: The study aimed to assess and compare the global development in six-month-old infants before during pandemic restrictive social distancing measures. Methods: This cross-sectional nested involved assessed through Griffiths Scales of Child Development (GSCD) between September 2019 April 2021. Infants were classified a pre-COVID or COVID group, considering evaluation date measures place. GSCD subscales General Scores (GDS) calculated compared. Results: One hundred four healthy term-born evaluated. GDS group (n:70; median: 94; IQR: 90-100) appeared significantly lower than (n:34; 98; 97-103; p < 0.001). Language personal-social-emotional subareas scores most affected. A decreasing trend along with severity restriction was observed. Conclusion: reduction infant observed distancing. Further studies are needed systematize these findings address effective public health policies for families long-term forced isolation periods.

Язык: Английский

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Topic maintenance in social conversation: What children need to learn and evidence this can be taught

First Language, Год журнала: 2023, Номер 43(6), С. 614 - 642

Опубликована: Май 18, 2023

Individual differences in children’s social communication have been shown to mediate the relationship between poor vocabulary or grammar and behavioural difficulties. Moreover, there is increasing evidence that skills predict difficulties with peers over above scores. The essential communicative needed maintain positive peer relationships revolve around conversation. Children weaker conversation are less likely make friendships. While helping all children participate actively collaborative conversations part of school curricula, evidence-based training on how achieve this rarely provided for teachers. In review, we first provide an overview key components cognitive abilities required them. We then present a narrative review randomised controlled trials experimental studies either trained child included both outcome measures. Most focussed conversational ability autistic children. general finding was verbally fluent improve following blind-assessed reciprocal ability. Only two were found typically developing adequate controls measures, which directly assessed proficiency. Both who, at baseline, third mainstream classroom. Importantly, not only improved these children, it also their rates lunchtime interaction popularity ratings. argue considerable potential supporting classroom as universal Tier 1 intervention. Future research should explore whether would benefit whole

Язык: Английский

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