School Readiness Losses during the COVID-19 Outbreak. A Comparison of Two Cohorts of Young Children

Autor/inn/en	González, Meliza; Loose, Tianna; Liz, Maite; Pérez, Mónica; Rodríguez-Vinçon, Juan I.; Tomás-Llerena, Clementina; Vásquez-Echeverría, Alejandro
Titel	School Readiness Losses during the COVID-19 Outbreak. A Comparison of Two Cohorts of Young Children
Quelle	In: Child Development, 93 (2022) 4, S.910-924 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loose, Tianna) ORCID (Tomás-Llerena, Clementina) ORCID (Vásquez-Echeverría, Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13738
Schlagwörter	School Readiness; COVID-19; Pandemics; Foreign Countries; Preschool Children; Preschools; Public Schools; Child Development; Motor Development; Cognitive Development; Student Attitudes; Achievement Gains; Student Behavior; Socioeconomic Status; Uruguay + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Kindesentwicklung; Motorische Entwicklung; Kognitive Entwicklung; Schülerverhalten; Achievement gain; Leistungssteigerung; Student behaviour; Socio-economic status; Sozioökonomischer Status
Abstract	The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13-0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01