Impact of COVID 19 on Preschool behavior and speech

The COVID-19 pandemic significantly impacted preschool children, leading to increased delays in speech and language and a greater prevalence of behavioral issues. Limited social interaction, mask-wearing, increased screen time, and heightened parental stress are identified as key factors contributing to these challenges. 

Speech and language

Research consistently shows pandemic-related delays in communication development among preschool children. 

• Reduced social interaction: With less time spent with peers and early educators due to lockdowns and school closures, children had fewer opportunities for meaningful social exchanges crucial for learning conversational and pragmatic skills.

• Mask-wearing: Masks inhibited young children's ability to observe facial expressions and lip movements, which are key for speech perception and language development. This was particularly detrimental for those who were infants during the pandemic.

• Increased screen time: Many children experienced a spike in passive screen time, which studies have linked to poorer language development outcomes.

• Higher rates of atypical development: Some studies found a higher prevalence of atypical language skill profiles in children after the pandemic compared to those assessed before. In some regions, the incidence of diagnosed speech delays more than doubled. 

Behavioral and social skills

The pandemic's disruptions to routines and social connections contributed to an increase in emotional and behavioral challenges in preschoolers. 

• Increased internalizing and externalizing behaviors: Meta-analyses show small increases in emotional symptoms, anxiety, depression, and withdrawal. Some studies also noted an increase in externalizing behaviors, such as aggression, attention problems, and conduct issues.

• Decreased social skills: The lack of peer interaction in childcare and social settings meant many children had limited practice with skills like sharing, taking turns, and perspective-taking. Some teachers reported more self-centered behaviors in children entering kindergarten.

• Impact of caregiver stress: Parental and caregiver stress, a common side effect of the pandemic's financial and social hardships, adversely affected the emotional and behavioral health of young children.

• Higher risk for vulnerable groups: The impacts were not uniform. Children from lower socioeconomic backgrounds, single-parent families, and children with pre-existing developmental needs or disabilities experienced the greatest increases in emotional and behavioral problems. 

Resilience and mitigation efforts

While the challenges are significant, some studies have noted reasons for cautious optimism and highlight the importance of interventions. 

• Parental interaction as a protective factor: For some children, increased parental presence led to more positive family interactions and even slight increases in some language skills where parents actively engaged in reading and play.

• Early intervention: Targeted early intervention programs can help mitigate negative effects. Some have found success using AI and telehealth to accelerate the process of identifying and treating developmental delays.

• Enhanced school support: Schools have addressed the increased needs by implementing new training for teachers, hiring more support staff, and focusing more time on social-emotional learning.