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Tan TX, Wang JH, Zhou Y. COVID-19 school closures and Chinese children's school readiness: Results from the natural experimental data. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38839578 DOI: 10.1111/bjep.12699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Revised: 05/22/2024] [Accepted: 05/28/2024] [Indexed: 06/07/2024]
Abstract
AIMS To determine the associations between COVID-19 school closures and school readiness skills for Chinese kindergarteners. DESIGN We utilized the natural experimental condition created by local COVID-19 outbreaks in 2022 (Study 1) to compare school readiness skills of children whose kindergartens were closed for 5 months (Group 1) with children whose kindergartens stayed open (Group 2). We further compared the school readiness skills of one pre-COVID-19 cohort (Cohort 2019) with one COVID-19 cohort (Cohort 2021) from a fifth kindergarten (Study 2). SAMPLES For Study 1, Group 1 included 445 children and Group 2 included 584 children aged 4-6 years. For Study 2, Cohort 2019 included 156 children and Cohort 2021 included 228 children aged 3-6 years. MEASURES For both studies, survey data on four school readiness skills were collected from parents. Additionally, Study 1 collected parental locus of control data from parents. RESULTS Controlling for covariates, Study 1 revealed that Group 1 and Group 2 did not differ in terms of language and emergent literacy or approaches to learning. However, Group 1 scored lower than Group 2 on health and well-being and arts and imagination. Study 2 revealed that Cohort 2021 scored higher than Cohort 2019 on language and emergent literacy but lower on the other three skills. CONCLUSIONS The associations of COVID-19 school closures with Chinese children's school readiness skills were not uniform, with a positive relation with language and emergent literacy and negative associations with health and well-being, approaches to learning, as well as arts and imagination.
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Affiliation(s)
- Tony Xing Tan
- Xi'an Jiaotong University, Xi'an, China
- University of South Florida, Tampa, Florida, USA
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Perrigo JL, Block EP, Aguilar E, Beck C, Halfon N. Income is not an equalizer: health development inequities by ethnoracial backgrounds in California kindergartners. BMC Public Health 2023; 23:2474. [PMID: 38082324 PMCID: PMC10714585 DOI: 10.1186/s12889-023-17246-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 11/16/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Early childhood health development is positively associated with income, but the strength of this relationship with ethnoracial background remains unclear. This study examined the extent of health development inequities among California kindergarteners based on ethnoracial backgrounds and neighborhood-level income. METHODS This cross-sectional study assessed health development inequities by analyzing neighborhood-level income, ethnoracial background, and health development data for California kindergarteners. Student-level data (n = 106,574) were collected through teacher report between 2010-2020 across 52 school districts and 964 schools. Student addresses were geocoded and linked to American Community Survey neighborhood income levels. Health development was measured using the Early Development Instrument, a population-level measure which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge domains. Outcomes included being "on-track" in each domain as well as overall health development. RESULTS Using a Generalized Estimation Equation with a log-link function, while accounting for interactions between ethnoracial background, income, and income-squared, we found significant health development inequities by ethnoracial background and neighborhood-level income. Regarding overall health development, as well as the physical, social and emotional domains, Black students had a lower likelihood of being on-track compared to the weighted average across income levels, whereas Asian students surpassed the weighted average. White students exhibited the steepest slope, and at the lowest income levels, their health development scores were akin to their Black and Hispanic/Latino/a low-income counterparts but resembled their Asian counterparts at higher income levels. For the general knowledge and communication domain, white students consistently had the highest likelihood of being on-track, while Hispanic/Latino/a students had the lowest likelihood across all income levels. CONCLUSION This study examines health development inequities among California kindergarteners in diverse communities. Our analysis shows that the relationship between neighborhood-level income and kindergartners' health development varies by domain and is weaker for students of color. Given the scarcity of population-level data on health development outcomes, these analyses offer valuable insights for identifying ecosystems necessitating support in promoting equitable early childhood health development.
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Affiliation(s)
- Judith L Perrigo
- Department of Social Welfare, University of California, Los Angeles (UCLA), Luskin School of Public Affairs, 337 Charles E Young Dr E, Los Angeles, CA, 90095, USA.
| | - E Piper Block
- Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Center for Healthier Children, Families, and Communities, Los Angeles, USA
| | - Efren Aguilar
- Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Center for Healthier Children, Families, and Communities, Los Angeles, USA
| | - Chandler Beck
- Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Center for Healthier Children, Families, and Communities, Los Angeles, USA
| | - Neal Halfon
- Department of Pediatrics, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Center for Healthier Children, Families, and Communities, Los Angeles, USA
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Pittas E, Papanastasiou E. Effects of COVID-19 on the educational performance of children with special educational needs and disabilities: A systematic review according to children's/youth's and caregivers' perspectives. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 143:104635. [PMID: 37956603 DOI: 10.1016/j.ridd.2023.104635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 11/02/2023] [Accepted: 11/03/2023] [Indexed: 11/15/2023]
Abstract
This paper aims to provide a first systematic research overview of the effects of the pandemic on the educational performance of children with SEND according to children's/youths and caregivers' perspectives following the PRISMA statement. The studies, published between February 2020 and June 2022, were identified through the search of SCOPUS, EBSCO, PubMed, PsycInfo and two preprint-servers related to Education. In determining which studies to include in the review, the selection criteria were based on (1) articles focusing on ages 4-18 years, (2) articles focusing on children with special educational needs and (3) articles focusing on student achievement during COVID-19. The exhaustive reading and quality assessment left a final sample of nine scientific papers. According to children's/youth's and caregivers' perspectives, there is clear evidence for a negative effect of COVID-19 on the educational performance of children with SEND in the areas of (1) speech and language development (2) home learning (3) academic achievement (4) learning performance and (5) remote learning. The most important findings are to be found in the difficulties faced by children in homework completion, in paying attention during online learning, in efficiently completing tasks, in managing their time and in making progress on their IEP goals during school closures.
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Affiliation(s)
- Evdokia Pittas
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus.
| | - Elena Papanastasiou
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
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Pajek J, Mancini K, Murray M. COVID-19 and children's behavioral health: An overview. Curr Probl Pediatr Adolesc Health Care 2023; 53:101491. [PMID: 38040607 DOI: 10.1016/j.cppeds.2023.101491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/03/2023]
Abstract
The paper reviews the impact of the COVID-19 pandemic on children's and adolescents' well-being. A trauma-informed framework is employed to discuss the emerging evidence of notable changes in youth's psychological, developmental, academic, and social well-being since the start of the COVID-19 pandemic. Children and adolescents have been uniquely affected based on their age at the start of the pandemic. Despite multiple resiliency factors, COVID-19 and its ramifications have had an adverse effect on youth in general and have exacerbated preexisting racial and socioeconomic disparities. This review concludes with recommendations for child health clinicians.
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Affiliation(s)
- Julie Pajek
- MetroHealth Medical Center, Case Western Reserve University School of Medicine, 2500 MetroHealth Drive, Cleveland, OH 44109, USA.
| | - Kathryn Mancini
- MetroHealth Medical Center, Case Western Reserve University School of Medicine, 2500 MetroHealth Drive, Cleveland, OH 44109, USA
| | - Marsheena Murray
- MetroHealth Medical Center, Case Western Reserve University School of Medicine, 2500 MetroHealth Drive, Cleveland, OH 44109, USA
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Cortés-Albornoz MC, Ramírez-Guerrero S, García-Guáqueta DP, Vélez-Van-Meerbeke A, Talero-Gutiérrez C. Effects of remote learning during COVID-19 lockdown on children's learning abilities and school performance: A systematic review. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT 2023; 101:102835. [PMID: 37361921 PMCID: PMC10266495 DOI: 10.1016/j.ijedudev.2023.102835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 05/11/2023] [Accepted: 06/13/2023] [Indexed: 06/28/2023]
Abstract
This systematic review describes the effects of COVID-19 lockdowns on children's learning and school performance. A systematic search was conducted using three databases. A total of 1787 articles were found, and 24 articles were included. Overall, academic performance was negatively affected by COVID-19 lockdowns, with lower scores in standardized tests in the main domains compared to previous years. Academic, motivational, and socio-emotional factors contributed to lower performance. Educators, parents, and students reported disorganization, increased academic demands, and motivational and behavioral changes. Teachers and policymakers should consider these results in developing future education strategies.
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Affiliation(s)
- María C Cortés-Albornoz
- Grupo de Investigación en Neurociencia (NeURos), Centro NeURovitae, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá 111711, Colombia
| | - Sofía Ramírez-Guerrero
- Grupo de Investigación en Neurociencia (NeURos), Centro NeURovitae, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá 111711, Colombia
| | - Danna P García-Guáqueta
- Grupo de Investigación en Neurociencia (NeURos), Centro NeURovitae, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá 111711, Colombia
| | - Alberto Vélez-Van-Meerbeke
- Grupo de Investigación en Neurociencia (NeURos), Centro NeURovitae, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá 111711, Colombia
| | - Claudia Talero-Gutiérrez
- Grupo de Investigación en Neurociencia (NeURos), Centro NeURovitae, Escuela de Medicina y Ciencias de la Salud, Universidad del Rosario, Bogotá 111711, Colombia
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Hairol MI, Ahmad M, Muhammad Zihni MA, Saidon NFS, Nordin N, Kadar M. The Impact of School Closures during COVID-19 Lockdown on Visual-Motor Integration and Block Design Performance: A Comparison of Two Cohorts of Preschool Children. CHILDREN (BASEL, SWITZERLAND) 2023; 10:930. [PMID: 37371162 DOI: 10.3390/children10060930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 05/10/2023] [Accepted: 05/22/2023] [Indexed: 06/29/2023]
Abstract
The COVID-19 outbreak has led to the closure of educational institutions, which may prevent children from attaining skills essential for learning, such as visual-motor integration (VMI) and visuospatial constructional ability (often reflected with the Block Design Test, BDT). This study compares VMI and BDT performance between a pre-pandemic cohort (children who attended preschool in late 2019) and a post-pandemic cohort (those physically attending preschool for the first time at the end of 2021). Participants were children attending government preschools with similar syllabi catered for low-income families. The pre-pandemic cohort was part of an earlier study (n = 202 for VMI and n = 220 for BDT) before lockdowns commenced in March 2020. The post-pandemic cohort comprised 197 children who completed the Beery-VMI and 93 children who completed the BDT. Compared to the pre-pandemic cohort, the post-pandemic cohort had significantly lower mean Beery-VMI scores (t(397) = 3.054, p = 0.002) and was 3.162-times more likely to have a below average Beery-VMI score (OR = 3.162 (95% CI 1.349, 7.411)). The post-pandemic cohort also had significantly lower BDT scores than the pre-pandemic cohort (t(311) = -5.866, p < 0.001). In conclusion, children with disrupted conventional preschool education due to the COVID-19 lockdowns were more likely to have below-average VMI and lower BDT scores.
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Affiliation(s)
- Mohd Izzuddin Hairol
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
- Optometry & Vision Science Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Mahadir Ahmad
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
- Clinical Psychology & Health Behaviour Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Muhammad Aminuddin Muhammad Zihni
- Optometry & Vision Science Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Nur Fatin Syazana Saidon
- Optometry & Vision Science Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Naufal Nordin
- Centre for Community Health Studies (ReaCH), Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
| | - Masne Kadar
- Centre for Rehabilitation & Special Needs Studies (iCaRehab), Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
- Occupational Therapy Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia Jalan Raja Muda Abdul Aziz, Kuala Lumpur 50300, Malaysia
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Smith JA, Chang SM, Brentani A, Fink G, Lopez-Boo F, Torino BM, Codina MR, Walker SP. A Remote Parenting Program and Parent and Staff Perspectives: A Randomized Trial. Pediatrics 2023; 151:191214. [PMID: 37125881 DOI: 10.1542/peds.2023-060221f] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/17/2023] [Indexed: 05/02/2023] Open
Abstract
OBJECTIVES To assess impact and implementation of remote delivery of a parenting program following suspension of in-person visits during the coronavirus disease 2019 pandemic. METHODS Impact of remote delivery of the Reach Up parenting program on parenting practices was evaluated by randomized trial in Jamaica. Mothers with children aged 5 to 24 months who met 1 of 7 at-risk criteria were enrolled at health centers. Participants were randomly assigned to intervention or control using random number tables generated by a statistician. Intervention comprised a manual for parents with illustrated play activities, phone calls, and short message service messages. The control group received usual care. Parent practices were measured using an adapted Family Care Indicators telephone-administered questionnaire by interviewers unaware of group assignment. Qualitative interviews were conducted with staff and parents in Jamaica and Brazil and staff in Ecuador to identify facilitators and barriers to remote delivery of Reach Up. RESULTS Two hundred forty-seven participants were assessed at endline (control n = 130; intervention n = 117). Intervention increased parent activities that support child development, effect size 0.34 SD (95% confidence interval 0.03-0.53), and use of praise, odds 2 times higher with intervention. There were no benefits to interactive language or play materials. Qualitative results showed parents appreciated program continuation and felt motivated to help their child, and methods were acceptable to staff. Barriers included poor mobile phone access, difficulty contacting parents, and feedback limitations without in-person contact. CONCLUSIONS Remote delivery methods have potential to contribute to scaling of parenting programs.
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Affiliation(s)
- Joanne A Smith
- Caribbean Institute for Health Research, The University of the West Indies, Mona Campus, Mona, Jamaica
| | - Susan M Chang
- Caribbean Institute for Health Research, The University of the West Indies, Mona Campus, Mona, Jamaica
| | - Alexandra Brentani
- Department of Paediatrics, Faculty of Medicine, University of Sao Paolo, Sao Paolo, Brazil
| | - Günther Fink
- Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute and University of Basel, Basel, Switzerland
| | | | | | | | - Susan P Walker
- Caribbean Institute for Health Research, The University of the West Indies, Mona Campus, Mona, Jamaica
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Piccolo LR, Oliveira JBA, Hirata G, Canfield CF, Roby E, Mendelsohn AL. Pre-pandemic support for shared reading buffers adverse parenting impacts: an RCT in Brazil. Pediatr Res 2022:10.1038/s41390-022-02419-8. [PMID: 36522551 PMCID: PMC9753875 DOI: 10.1038/s41390-022-02419-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 11/05/2022] [Accepted: 11/21/2022] [Indexed: 12/23/2022]
Abstract
BACKGROUND To examine whether (1) a parent-child reading program (Universidade do Bebê [UBB]), conducted in Brazil pre-pandemic can support parenting and parent-child reading 6 months into the pandemic, (2) cognitive stimulation at pandemic onset mediates effects of UBB on these outcomes, and (3) UBB pre-pandemic buffers associations between COVID-19-related distress and parenting/parent-child reading 6 months into the pandemic. METHODS 400 women, either pregnant or with children 0-24 months, were randomized to UBB (n = 200) or control groups. UBB consisted of monthly parent workshops focusing on parent-child reading and a book-lending library. Assessments pre-pandemic (June-2019) and at pandemic onset (April-2020) included cognitive stimulation. Assessments 6 months into the pandemic (October-2020) included COVID-19 exposure/impact/distress, as well as parenting and parent-child reading. RESULTS 133 families (n = 69 UBB) contributed data 6 months into the pandemic. Participation in UBB pre-pandemic was associated with parent-child reading but not parenting 6 months into the pandemic. Indirect effects of UBB through cognitive stimulation at pandemic onset were observed for both outcomes. Increased COVID-19-related distress was significantly associated with reduced parenting/parent-child reading 6 months into the pandemic in the control group only. CONCLUSION Promotion of cognitive stimulation pre-pandemic may have reduced risk for effects of the pandemic on parenting/parent-child reading. CLINICAL TRIAL REGISTRATION The trial has been registered with the Brazilian Clinical Trials Registry RBR-29RZDH on 05/28/2018. IMPACT This is the first study showing sustained impacts of a reading aloud intervention beginning in pregnancy and early infancy implemented pre-pandemic. Findings suggest that participation in a reading-aloud intervention buffered associations between COVID-19 distress and parenting/parent-child reading 6 months into the pandemic. Novel empirical evidence suggests that promotion of cognitive stimulation prior to the pandemic may buffer its impacts on parenting and parent-child book reading following onset in low- and middle-income countries. Findings provide important new support for implementation of parent-child reading aloud programs and likely have implications for early childhood development beyond the COVID-19 pandemic for disasters generally.
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Affiliation(s)
- Luciane R. Piccolo
- grid.137628.90000 0004 1936 8753Department of Pediatrics, Division of Developmental and Behavioral Pediatrics, NYU Grossman School of Medicine, 462 First Ave—Bellevue Hospital, New York, NY 10016 USA
| | - João B. A. Oliveira
- Instituto Alfa e Beto, 538 Lineu Anterino Mariano st, Uberlândia, MG 38402-346 Brazil
| | - Guilherme Hirata
- IDados, 470 Visconde de Pirajá st., Rio de Janeiro, RJ 22410-002 Brazil
| | - Caitlin F. Canfield
- grid.137628.90000 0004 1936 8753Department of Pediatrics, Division of Developmental and Behavioral Pediatrics, NYU Grossman School of Medicine, 462 First Ave—Bellevue Hospital, New York, NY 10016 USA
| | - Erin Roby
- grid.137628.90000 0004 1936 8753Department of Pediatrics, Division of Developmental and Behavioral Pediatrics, NYU Grossman School of Medicine, 462 First Ave—Bellevue Hospital, New York, NY 10016 USA
| | - Alan L. Mendelsohn
- grid.137628.90000 0004 1936 8753Department of Pediatrics, Division of Developmental and Behavioral Pediatrics, NYU Grossman School of Medicine, 462 First Ave—Bellevue Hospital, New York, NY 10016 USA
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