Young Children’s Social and Emotional Adjustment and Caregiver Stress During the COVID-19 Pandemic

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Charis L. Wahman, Kristin Rispoli, Allison White-Cascarilla
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Abstract

The COVID-19 pandemic disrupted education for all children, particularly for children with disabilities. Many preschools closed, offered distance learning or nothing at all, or operated in a hybrid format. We examined the impact of enrollment on young children’s social and emotional adjustment for children with and without disabilities, as well as caregiver stress during the pandemic as reported by 229 caregivers of 3 to 5 year old children. Respondents were predominantly White (n = 175) and female with high levels of education and income. In addition, 94% of caregivers were biological/parental caregivers. Children enrolled in preschool and who experienced in-person instruction received more favorable ratings of their social and emotional skills compared to those who were not enrolled or did not receive in-person instruction. However, the benefit of being enrolled and receiving in-person instruction disappeared when children had a stressed caregiver. Of note, children with disabilities had significantly higher ASQ scores than those without disabilities and caregivers with children with disabilities had a higher PSI score. Further research is needed to understand mitigation efforts employed by families and the unique experiences of culturally, linguistically, and racially/ethnically diverse children and their families.

在 COVID-19 大流行期间幼儿的社会和情感适应以及照顾者的压力
COVID-19 大流行扰乱了所有儿童的教育,尤其是残疾儿童的教育。许多学前教育机构关闭、提供远程教育或完全不提供远程教育,或以混合形式运营。根据 229 名 3 至 5 岁儿童的看护人的报告,我们研究了入学对残疾儿童和非残疾儿童的社会和情绪适应的影响,以及大流行期间看护人的压力。受访者主要为白人(n = 175)、女性、高教育水平和高收入人群。此外,94% 的照顾者是亲生/父母照顾者。与未入学或未接受面对面指导的儿童相比,入学并接受过面对面指导的儿童在社交和情感技能方面获得了更高的评价。然而,当儿童的照顾者压力过大时,入园和接受面对面指导的好处就消失了。值得注意的是,残疾儿童的 ASQ 分数明显高于非残疾儿童,而残疾儿童的照顾者的 PSI 分数较高。要了解家庭所采取的缓解措施,以及不同文化、语言和种族/族裔儿童及其家庭的独特经历,还需要进一步的研究。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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