School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
07 2022
07 2022
Historique:
pubmed:
24
2
2022
medline:
14
7
2022
entrez:
23
2
2022
Statut:
ppublish
Résumé
The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 - 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.
Identifiants
pubmed: 35194777
doi: 10.1111/cdev.13738
pmc: PMC9111374
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
910-924Informations de copyright
© 2022 The Authors. Child Development © 2022 Society for Research in Child Development.
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