Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.
Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.
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DOI：
10.1037/dev0001373
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发表时间：
2022-08
影响因子：
4
通讯作者：
Leer, Jane
中科院分区：
文献类型：
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作者：
Gassman-Pines, Anna;Ananat, Elizabeth O;Fitz-Henley, John;Leer, Jane
COVID-19疫情对美国家庭和儿童造成了深刻影响，包括关闭或改变其护理和学校环境的性质。由于这一流行病持续存在，许多儿童仍在偏远地区上学，那些亲自参加儿童保育或学校的儿童面临无法预测的关闭。这项研究调查了2020年秋季儿童保育和学校安排中断的频率和后果。样本是在疫情爆发前曾在服务业工作的小时工，有一个3至8岁的幼儿，并且在2020年秋季至少部分负责孩子的学校和/或护理的父母（N = 676）;样本中一半是非西班牙裔黑人，22%是西班牙裔; 18%是非西班牙裔白色。父母被要求完成30天的日常调查，了解他们的照顾和学校安排是否顺利，以及当天的预测，以及他们的情绪，养育行为和孩子的行为。结果显示，日常护理和学校中断很常见，家庭报告24%的日子中断。有子女在完全偏远地区上学的家庭比有子女在亲自照料或学校上学的家庭更经常受到干扰。对于所有家庭来说，照顾或学校中断与更糟糕的孩子行为，更消极的父母情绪，以及更大的发脾气和惩罚的可能性有关。家庭内调解表明，父母的困难，支持儿童的学习，并在较小程度上他们的情绪和养育行为，部分调解中断对儿童行为的影响。
The COVID-19 pandemic profoundly affected American families and children, including through the closure or change in the nature of their care and school settings. As the pandemic has persisted, many children remain in remote schooling and those attending in-person child care or school have contended with unpredictable closures. This study investigated the frequency and consequences of disruptions to children’s child care and school arrangements during fall 2020. The sample is parents who were hourly service-sector workers prior to the pandemic, had a young child between the ages of 3 and 8, and were at least partially responsible for their children’s school and/or care in fall 2020 (N = 676); half of the sample are non-Hispanic Black, 22% are Hispanic; and 18% are non-Hispanic White. Parents were asked to complete 30 days of daily surveys about whether their care and school arrangements went smoothly and as predicted that day, and about their mood, parenting behaviors, and children’s behavior. Results showed that daily disruptions to care and school were common, with families reporting a disruption on 24% of days. Families with children in exclusively remote schooling experienced more frequent disruption than families with children in in-person care or school. For all families, care or school disruptions were related to worse child behavior, more negative parental mood, and increased likelihood of losing temper and punishment. Within-family mediation suggests that parents’ difficulties supporting children’s learning, and to a lesser degree their mood and parenting behaviors, partially mediate effects of disruptions on child behavior.