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

• 批准号: 10284745
• 负责人: Vi-Nhuan Le
• 金额: $ 7.49万
• 依托单位: NATIONAL OPINION RESEARCH CENTER
• 依托单位国家: 美国
• 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/10284745
• 关键词: Achievement; Address; Adult; Affect; Age; Brain; COVID-19; COVID-19 pandemic; Child; Child Development; Color; Country; Development; Devices; Disasters; Discipline; Earthquakes; Education; Event; Exhibits; Family; Financial Hardship; Fire - disasters; Growth; Hispanics; 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

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?

项目摘要 19009年大流行的最关心的方面之一是它对学校的中断，特别是针对 年幼的孩子。几乎每个美国司法管辖区下令或建议在3月29日之前关闭学校 这意味着孩子们在家里花了近三分之一的学年。被一个机构所告知 关于缺乏自然灾害和暑假，教育工作者和孩子的缺乏学校连续性的文献 开发专家已经预测，与共同相关的学校关闭可能会导致学习损失和 各个年龄段的儿童的社会情感和执行功能下降。但是，先前的研究 自然灾害和暑假专门集中在K-12和大学时代的人群上。 关于学龄前儿童的发展成果如何受到长时间的影响的研究 学校令人惊讶地缺席。但是，由于它们位于大脑迅速生长阶段， 学龄前儿童可能特别容易受到他们的学业经历的干扰。 了解学前班学术，社会情感和执行功能损失的程度 因此，关闭是开发干预措施的重要组成部分，可以减轻损失 发展成果和通知学校重新开放计划。我们建议解决这些关键 通过解决以下研究问题的问题。 1。如何成就，社会情感和执行功能的成果 与以前的学龄前闭合相比，与先前的儿童群体相比 没有接受学龄前儿童？低收入或西班牙裔儿童的结果是否不同？ 2。在学龄前关闭期间，父母和孩子的应对水平和家庭学习水平如何 温和的儿童成就，社会情感和执行功能的结果？