Differential Impacts of the COVID-19 Pandemic on Preschoolers’ Academic Readiness and Socioemotional Adjustment

• In Event: The Impact of COVID-19 on Early Learning

Abstract

Both theory and empirical support highlight the short- and long-term impact of sociohistorical events, such as pandemics, on children’s adjustment (Benner & Mistry, 2020). At present, the COVID-19 pandemic presents a natural experiment to examine critical questions regarding factors that support or undermine children’s functioning as they cope with significant transitions and stressors (Gunnar, 2001). These impacts may be especially important to understand in young children given the cascading influences of early experiences on developmental outcomes (Sroufe, 2013). We currently have limited information regarding whether effects of the pandemic on young children differ based on demographic (e.g., socioeconomic status [SES]) and home context (e.g., household chaos). The present study examined the impact of the pandemic on preschoolers’ socioemotional adjustment and academic readiness, and examined SES and household chaos as moderators. This was assessed across three cohorts with data collected pre-pandemic (Fall, 2019; C1), early pandemic (Fall 2020; C2), and late pandemic (Fall 2021; C3).

Participants included a somewhat diverse sample (8.5% Asian, 5% African American/Black, 64.2% White, 7.0% Multi-Racial, 14.9% other) of 201 preschoolers (Mage = 51.71 months, SD = 3.72, 47.8% female) from an ongoing longitudinal study. Measures were collected during the fall of participants’ pre-kindergarten year. Two sets of structural equation models were run – 1) concurrently predicting academic readiness, measured using a latent variable of teacher report and direct assessment of child numeracy and literacy, and 2) concurrently predicting behavioral/emotional maladjustment, measured using a latent variable of teacher reported anger, physical and relational aggression and victimization, peer rejection, inhibitory control, and prosocial behavior. SES was based on parental education and occupation and household income. Household chaos was measured using parent report. All measures showed good reliability (i.e., Cronbach’s α > .70), except the household chaos scale which was adequate with one item removed (Cronbach’s α = .68). Cohort effects were examined using dummy-coded variables with C1 as the reference group. Age and gender were controlled in all models.

Model results are presented in Table 1. The final academic readiness [χ2(20) = 29.69, p = .08; RMSEA = .05; CFI = .91; SRMR = .06] and adjustment [χ2(85) = 163.83, p < .001; RMSEA = .08; CFI = .90; SRMR = .07] models showed adequate fit. Higher SES was directly associated with higher academic readiness, and C3 (late pandemic) showed significantly worse academic readiness than C1 (pre-pandemic). The effect of C3 was significantly moderated by SES, such that C3 showed significantly worse academic readiness than C1 at low (i.e., -1 SD; B = -.56, p = .001) but not high (i.e., +1 SD; B = -.07, p = .64) SES. Household chaos was directly associated with significantly greater behavioral/emotional maladjustment, and this did not differ by cohort.

These findings provide evidence that the pandemic is negatively affecting children’s academic readiness, especially for those demographically at risk. Further, these effects may be cumulative, emerging later in the pandemic. Additionally, this study adds to the documented negative effects of chaos in the home on children’s emotional and behavioral adjustment.

Authors

• Gretchen R. Perhamus, State University of New York at Buffalo (SUNY Buffalo)
  Presenting Author

• Kristin Perry, Pennsylvania State University, University Park

• Jamie M. Ostrov, State University of New York at Buffalo (SUNY Buffalo)

• Dianna Murray-Close, University of Vermont

• Maria Christopoulos Lent, University of Vermont