Journal of Child Psychology and Psychiatry,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 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
Frontiers in Public Health,
Год журнала:
2024,
Номер
12
Опубликована: Окт. 16, 2024
Objective
The
Philippines
experienced
one
of
the
longest
restriction
periods
during
COVID-19
pandemic.
This
study
aimed
to
provide
a
developmental
profile
18–25
month-old
children
and
identify
factors
associated
with
their
development
early
years
being
born
raised
Methods
population
was
recruited
through
convenience
sampling
among
families
living
in
proximity
daycare
centers
Cainta,
Rizal,
Philippines.
116
qualified
participate
underwent
screening
using
Early
Childhood
Care
Development
(ECCD)
Checklist
parents
were
interviewed
related
demographic
social
factors.
Results
mean
score
children’s
Overall
is
106.47
(
SD
=
13.43)
indicating
that
skills
within
expected
range
80–119.
Girls
had
significantly
higher
scores
compared
boys
[
M
Girl
111.23,
9.95
vs.
Boy
101.18,
14.83
t
(114)
−4.32
p
<
0.001].
Mean
highest
whose
mothers
completed
high
school
education
High
School
107.76,
HighSchool
12.47)
those
who
have
some
or
an
elementary
SomeElem
72.50,
6.36
Elem
103.58,
13.86
respectively)
F
(2,
113)
8.18,
Unadjusted
linear
regression
shows
modest
increase
as
number
household
members
increased
ꞵ
0.86,
(CI:
0.02,
1.70),
-score
(1,
2.03,
0.045].
Conclusion
pandemic
urban
municipality
are
average
scores.
Both
hindering
protective
identified
evaluation
It
important
acknowledge
these
continue
monitoring
address
needs
may
need
further
support.
Journal of Midwifery & Women s Health,
Год журнала:
2024,
Номер
70(1), С. 124 - 130
Опубликована: Ноя. 9, 2024
During
the
COVID-19
pandemic,
birthing
parents
were
identified
as
a
high-risk
group
with
greater
vulnerability
to
harms
associated
SARS-CoV-2.
This
led
necessary
changes
in
perinatal
health
policies
but
also
experiences
of
maternal
isolation
and
loneliness,
both
hospital
settings,
due
infection
mitigation
procedures,
once
home,
social
distancing.
In
this
study,
we
qualitatively
explored
postpartum
New
York
City
during
early
days
pandemic
when
lockdowns
effect
practices
rapidly
changing.
Using
thematic
analysis,
our
focus
was
on
isolation,
navigating
these
experiences,
potential
impacts
loneliness
for
55
people.
Participants
described
numerous
stressors
related
process,
including
reconciling
their
hopes
birth
realities
unknown
separation
from
partners,
family,
friends
hospital.
period,
manifested
having
limited
or
no
contact
family
friends,
which
feelings
need
strengthened
support
systems.
The
impact
negative
shaped
mental
health.
Overall,
found
that
solitary
major
sources
stress
participants
study.
To
impacted
families
prepare
future
crisis
events,
clinicians
researchers
must
prioritize
development
strong
clinical
structures
people
ensure
child
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,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 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
