A commentary on Zuniga‐Montanez and Davies et al.: how did COVID‐19 affect young children's language environment and language development? A scoping review.
Saved in:
| Title: | A commentary on Zuniga‐Montanez and Davies et al.: how did COVID‐19 affect young children's language environment and language development? A scoping review. |
|---|---|
| Authors: | Chalmers, Hamish |
| Source: | Journal of Child Psychology & Psychiatry. Apr2025, Vol. 66 Issue 4, p602-605. 4p. |
| Subjects: | Phonological awareness, Linguistics, Child development, COVID-19 pandemic, Language acquisition, Children |
| Abstract: | It was early 2020, a week or two into Hilary Term, what everyone else calls Spring Term, but we at Oxford love our arcane traditions. I recall one of my graduate students, from China, coming to me ashen‐faced at the end one of my lectures on the effects of bilingualism on the linguistic and cognitive development of young learners. "Please be careful," she said. "Have you heard about the disease. It's really scary. Please look after your family." Over the preceding Christmas break, news had started to filter through about a new form of flu that had spread rapidly from Wuhan in Eastern China to other parts of the country and was now starting to emerge in other parts of the world. We were starting to see desperate images of enforced quarantine, coerced separation of infected individuals from their loved ones, the rapid construction of temporary hospitals to house the unwell, and of course, school closures. It didn't look good. But I had seen similar outbreaks in the past. I had been working in Southeast Asia during the avian flu epidemic of 2003–04, and I was still there when swine flu broke out in 2009. Both were worrying, but neither had come to anything that could be classified as universally threatening. The school where I worked sent colleagues and children to be tested at the first sign of a tickly throat or stuffy nose, and a strict and regular cleaning and hand sanitising regime was implemented. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 183854440 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A commentary on Zuniga‐Montanez and Davies et al.: how did COVID‐19 affect young children's language environment and language development? A scoping review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chalmers%2C+Hamish%22">Chalmers, Hamish</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Child+Psychology+%26+Psychiatry%22">Journal of Child Psychology & Psychiatry</searchLink>. Apr2025, Vol. 66 Issue 4, p602-605. 4p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: It was early 2020, a week or two into Hilary Term, what everyone else calls Spring Term, but we at Oxford love our arcane traditions. I recall one of my graduate students, from China, coming to me ashen‐faced at the end one of my lectures on the effects of bilingualism on the linguistic and cognitive development of young learners. "Please be careful," she said. "Have you heard about the disease. It's really scary. Please look after your family." Over the preceding Christmas break, news had started to filter through about a new form of flu that had spread rapidly from Wuhan in Eastern China to other parts of the country and was now starting to emerge in other parts of the world. We were starting to see desperate images of enforced quarantine, coerced separation of infected individuals from their loved ones, the rapid construction of temporary hospitals to house the unwell, and of course, school closures. It didn't look good. But I had seen similar outbreaks in the past. I had been working in Southeast Asia during the avian flu epidemic of 2003–04, and I was still there when swine flu broke out in 2009. Both were worrying, but neither had come to anything that could be classified as universally threatening. The school where I worked sent colleagues and children to be tested at the first sign of a tickly throat or stuffy nose, and a strict and regular cleaning and hand sanitising regime was implemented. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Child Psychology & Psychiatry is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183854440 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jcpp.14132 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 602 Subjects: – SubjectFull: Phonological awareness Type: general – SubjectFull: Linguistics Type: general – SubjectFull: Child development Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Children Type: general Titles: – TitleFull: A commentary on Zuniga‐Montanez and Davies et al.: how did COVID‐19 affect young children's language environment and language development? A scoping review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chalmers, Hamish IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00219630 Numbering: – Type: volume Value: 66 – Type: issue Value: 4 Titles: – TitleFull: Journal of Child Psychology & Psychiatry Type: main |
| ResultId | 1 |
