Details
| Original language | English |
|---|---|
| Number of pages | 29 |
| Journal | Early education and development |
| Publication status | E-pub ahead of print - 11 Jun 2024 |
Abstract
Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already disadvantaged groups of children from families with lower income and lower educational background. Peer problems increased only among children from families with lower educational backgrounds. The emotional climate of the family and the quality of children’s preschool learning environment were identified as protective influences for the development of children’s peer problems, but not for children’s emotional problems. Practice or Policy: The policy restrictions implemented to slow the spread of the COVID-19 virus had longer-lasting consequences for (some) children’s emotional functioning. Efforts should be undertaken to mitigate such detrimental effects by supporting disadvantaged groups of children. In addition, based on the findings regarding the importance of high-quality interactions to prevent the development of social problems among children, policy should establish the conditions for preschool staff to provide high-quality interactions in childcare.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
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In: Early education and development, 11.06.2024.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Children’s Social-Emotional Development During the COVID-19 Pandemic
T2 - Protective Effects of the Quality of Children’s Home and Preschool Learning Environments
AU - Oppermann, Elisa
AU - Blaurock, Sabine
AU - Zander, Lysann
AU - Anders, Yvonne
N1 - Publisher Copyright: © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2024/6/11
Y1 - 2024/6/11
N2 - Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already disadvantaged groups of children from families with lower income and lower educational background. Peer problems increased only among children from families with lower educational backgrounds. The emotional climate of the family and the quality of children’s preschool learning environment were identified as protective influences for the development of children’s peer problems, but not for children’s emotional problems. Practice or Policy: The policy restrictions implemented to slow the spread of the COVID-19 virus had longer-lasting consequences for (some) children’s emotional functioning. Efforts should be undertaken to mitigate such detrimental effects by supporting disadvantaged groups of children. In addition, based on the findings regarding the importance of high-quality interactions to prevent the development of social problems among children, policy should establish the conditions for preschool staff to provide high-quality interactions in childcare.
AB - Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already disadvantaged groups of children from families with lower income and lower educational background. Peer problems increased only among children from families with lower educational backgrounds. The emotional climate of the family and the quality of children’s preschool learning environment were identified as protective influences for the development of children’s peer problems, but not for children’s emotional problems. Practice or Policy: The policy restrictions implemented to slow the spread of the COVID-19 virus had longer-lasting consequences for (some) children’s emotional functioning. Efforts should be undertaken to mitigate such detrimental effects by supporting disadvantaged groups of children. In addition, based on the findings regarding the importance of high-quality interactions to prevent the development of social problems among children, policy should establish the conditions for preschool staff to provide high-quality interactions in childcare.
UR - http://www.scopus.com/inward/record.url?scp=85195664951&partnerID=8YFLogxK
U2 - 10.1080/10409289.2024.2360877
DO - 10.1080/10409289.2024.2360877
M3 - Article
AN - SCOPUS:85195664951
JO - Early education and development
JF - Early education and development
SN - 1040-9289
ER -