The Elementary School Journal, Год журнала: 2024, Номер 125(1), С. 77 - 105
Опубликована: Сен. 1, 2024
Язык: Английский
American Journal of Public Health, Год журнала: 2025, Номер 115(4), С. 451 - 453
Опубликована: Март 12, 2025
Язык: Английский
Процитировано
0
Опубликована: Фев. 28, 2024
Background: 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. Methods: 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. Results: 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 development, social communication, vocabulary, morphosyntax, literacy, schooling, general communication skills, school readiness, other areas academic progress. Conclusions: Our synthesis suggests environment COVID-19. will support families, researchers, practitioners, policymakers working pandemic-era children further understand effects
Язык: Английский
Процитировано
0
The Elementary School Journal, Год журнала: 2024, Номер 125(1), С. 77 - 105
Опубликована: Сен. 1, 2024
Язык: Английский
Процитировано
0