Early-pandemic kids’ development set back substantially.
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| Title: | Early-pandemic kids’ development set back substantially. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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