Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function.
Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function.
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DOI：
10.1002/icd.2241
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发表时间：
2021-07
影响因子：
2.2
通讯作者：
Gonzalez-Gomez N
中科院分区：
文献类型：
--
作者：
Davies C;Hendry A;Gibson SP;Gliga T;McGillion M;Gonzalez-Gomez N
高质量的，以中心为基础的教育和护理在早期有利于认知发展，特别是在来自弱势背景的儿童。在2019冠状病毒病大流行及其相关封锁期间，幼儿教育和保育（ECEC）中断。我们调查这一时期如何影响ECEC通常提供的发展优势。使用来自189个生活在英国的家庭的家长报告数据，我们探索了8至36个月奥尔兹的孩子在ECEC上花费的时间，他们的社会经济背景以及他们在2020年春季和冬季之间的语言和执行功能的增长之间的关联。在此期间继续参加幼儿保育和教育的儿童的接受性词汇增长更大，对来自较少背景的儿童的积极影响更大。在此期间，无论社会经济背景如何，ECEC出席率都促进了认知执行功能（CEF）的增长。我们的研究结果强调了高质量的ECEC对于发展关键技能和消除社会经济不平等的重要性。
High‐quality, centre‐based education and care during the early years benefit cognitive development, especially in children from disadvantaged backgrounds. During the COVID‐19 pandemic and its associated lockdowns, access to early childhood education and care (ECEC) was disrupted. We investigate how this period affected the developmental advantages typically offered by ECEC. Using parent‐report data from 189 families living in the UK, we explore associations between time spent in ECEC by 8‐to‐36‐month‐olds, their socioeconomic background, and their growth in language and executive functions between Spring and Winter 2020. Receptive vocabulary growth was greater in children who continued to attend ECEC during the period, with a stronger positive effect for children from less advantaged backgrounds. The growth of cognitive executive functions (CEFs) was boosted by ECEC attendance during the period, regardless of socioeconomic background. Our findings highlight the importance of high‐quality ECEC for the development of key skills and for levelling socioeconomic inequalities.