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?

项目概要 COVID-19 大流行最令人担忧的方面之一是对学校的干扰，尤其是对学校的干扰 几乎所有美国司法管辖区都下令或建议在 3 月 29 日之前关闭学校。 这意味着孩子们学年有近三分之一的时间是在家里度过的。 关于自然灾害和暑假、教育工作者和儿童缺乏学校教育连续性的文献 发展专家预测，与新冠病毒相关的学校关闭可能会导致学习损失和 然而，之前的研究表明，所有年龄段的儿童的社交情感和执行功能都会下降。 自然灾害和暑假专门针对 K-12 和大学年龄段的人群。 长时间外出对学龄前儿童发育结果的影响研究 然而，由于他们正处于大脑快速发育的阶段，学校却令人惊讶地缺席。 学龄前儿童可能特别容易受到学校教育中断的影响。 了解学前教育期间学业、社交情感和执行功能丧失的程度 因此，关闭是制定干预措施的重要组成部分，可减少损失 我们建议解决这些关键问题。 通过解决以下研究问题来解决问题。 1. 学龄前儿童的成就、社会情感和执行功能结果如何 与之前接受过与 COVID-19 相关的学前班关闭的儿童相比 没有受到学前班关闭的影响吗？低收入儿童或西班牙裔儿童的结果是否有所不同？ 2. 学前班关闭期间家长和孩子的应对和家庭学习支持水平如何 调节儿童的成就、社交情感和执行功能结果？