Work

The COVID-19 Pandemic’s Disruptions to Preschool Children’s Cognitive, Social-Emotional, and Executive Functioning Skills

Year: 2025

Type: article

Abstract: Using a longitudinal design that analyzed data captured before and after pandemic-related preschool closures, we compared the kindergarten readiness of children whose preschool experiences were interrupted by the pandemic with the kindergarten readiness of prepandemic children whose preschool experiences were more typical. Pandemic-related disadvantages were observed for early math, social-emotional, and executive functioning, with the pandemic-affected cohort showing disadvantages of between 11 and 18 percentage points. Developmental disadvantages were observed across all income levels, and there was suggestive evidence that the loss of preschool affected the social-emotional and executive functioning skills of children from lower- and higher-income groups differently, although these differences were not always statistically significant. Policy implications are discussed.

Source: AERA Open

DOI: 10.1177/23328584251330165

Authors: Vi-Nhuan Le, Diana Schaack, Cristal Cisneros, Jolene Gregory

Institutions: University of Chicago, National Opinion Research Center, University of Colorado Denver, Denver Public Schools

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Good health and well-being, Reduced inequalities, Quality education

Open Access status: gold

Estimated APC paid: $1,000