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Early-pandemic kids’ development set back substantially.

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Title: Early-pandemic kids’ development set back substantially.
Authors: YOUNG, EMMA
Source: Psychologist. Jun2026, p13-13. 5/9p.
Subjects: Executive function, Child development, Pandemics, Educational support, Early childhood education, Self-control, Stay-at-home orders, University of Lancaster, Socialization
Geographic Terms: England
Abstract: This article focuses on a study examining the impact of the Covid-19 lockdowns on the development of executive functions—skills related to behavior regulation, focus, and adaptability—in children who were in reception (the first year of formal schooling in the UK) when the initial lockdown began in March 2020. The study, conducted by researchers at Lancaster University, used pre-pandemic and post-pandemic assessments of executive function in children aged two-and-a-half to six-and-a-half, finding that those in reception during the lockdown showed smaller improvements in these skills compared to peers who were still in preschool. While the study does not determine whether these delays stem from reduced socialization or Covid-19 infection, it suggests that this cohort may require additional support from educational and health services. [Extracted from the article]
Copyright of Psychologist is the property of British Psychological Society 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
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DbLabel: Psychology and Behavioral Sciences Collection
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  Data: Early-pandemic kids’ development set back substantially.
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  Data: <searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-control%22">Self-control</searchLink><br /><searchLink fieldCode="DE" term="%22Stay-at-home+orders%22">Stay-at-home orders</searchLink><br /><searchLink fieldCode="DE" term="%22University+of+Lancaster%22">University of Lancaster</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink>
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  Label: Abstract
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  Data: This article focuses on a study examining the impact of the Covid-19 lockdowns on the development of executive functions—skills related to behavior regulation, focus, and adaptability—in children who were in reception (the first year of formal schooling in the UK) when the initial lockdown began in March 2020. The study, conducted by researchers at Lancaster University, used pre-pandemic and post-pandemic assessments of executive function in children aged two-and-a-half to six-and-a-half, finding that those in reception during the lockdown showed smaller improvements in these skills compared to peers who were still in preschool. While the study does not determine whether these delays stem from reduced socialization or Covid-19 infection, it suggests that this cohort may require additional support from educational and health services. [Extracted from the article]
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  Data: <i>Copyright of Psychologist is the property of British Psychological Society 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.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
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        PageCount: 0
        StartPage: 13
    Subjects:
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Self-control
        Type: general
      – SubjectFull: Stay-at-home orders
        Type: general
      – SubjectFull: University of Lancaster
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      – SubjectFull: Socialization
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      – SubjectFull: England
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      – TitleFull: Early-pandemic kids’ development set back substantially.
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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              Value: 09528229
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