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Preschool Children's Developmental Outcomes in the Face of COVID-19 School Closures

COVID-19 学校停课期间学龄前儿童的发育结果

基本信息

批准号：
10478073
负责人：
Vi-Nhuan Le
金额：
$ 7.5万
依托单位：
NATIONAL OPINION RESEARCH CENTER
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10478073
关键词：
Achievement Address Adult Affect Age Brain COVID-19 COVID-19 impact COVID-19 pandemic Child Child Development Color Country Development Devices Disasters Discipline Earthquakes Education Event Exhibits Family Financial Hardship Fire - disasters Growth Hispanic Hispanic Populations Home Hurricane Internet Intervention Job loss Learning Literature Low income Mathematics Natural Disasters Nursery Schools Occupations Outcome Parents Pattern Persons Preschool Child Problem behavior Reading Regulation Research Risk Schools Short-Term Memory Social Functioning Stress Students Time Trust Unemployment aged aging population base cognitive function cohort college coping coronavirus disease distraction emotional functioning executive function experience falls fighting loss of function lower income families peer resilience skills social social skills ward

项目摘要

Project Summary One of the most concerning aspects of the COVID-19 pandemic is its disruption of school, particularly for younger children. Nearly every U.S. jurisdiction ordered or recommended the closings of schools by March 29th which meant that children spent nearly one third of their academic year at home. Informed by a body of literature on lack of schooling continuity drawn from natural disasters and summer break, educators and child development experts have predicted that COVID-related school closures will likely lead to learning loss and declines in social-emotional and executive functioning for children of all ages. However, previous research on natural disasters and summer break has focused exclusively on the K-12 and college-aged populations. Research on how preschool-aged children’s developmental outcomes are affected by prolonged time out of school is surprisingly absent. However, by virtue of their being situated in a stage of rapid brain growth, preschool-aged children may be particularly susceptible to disruptions to their schooling experiences. Understanding the extent of academic, social-emotional, and executive functioning loss from preschool closures is therefore an important component for developing interventions that can mitigate loss in developmental outcomes and for informing school re-opening plans. We propose to address these crucial issues by addressing the following research questions. 1. How do the achievement, social-emotional, and executive functioning outcomes of preschool children who were subjected to COVID-19 related preschool closures compare to prior cohorts of children who were not subjected to preschool closures? Do the results differ for lower-income or Hispanic children? 2. How do parents’ and children’s level of coping and home learning supports during preschool closures moderate children’s achievement, social-emotional, and executive functioning outcomes?

项目总结