Covid-19 and children's social development: Insights from the life-course perspective

In this chapter, the authors focus on disruptions to children's lives at home and at school (including early childhood care and education programs [ECCE] and primary schooling) as critical settings for healthy development. The Covid-19 pandemic has upended children's lives in myriad ways, including disruptions in the family system due to illness or death, financial instability tied to job loss, and educational disruptions as a result of closures of child care facilities and schools. In considering how the Covid-19 pandemic is shaping children's social development, the authors attend to how interactions with others and socialization processes within families and schools may buffer or exacerbate the pandemic's negative impact. Developmental scientists are well positioned to research how macro-level shocks such as the coronavirus pandemic affect children's developmental trajectories, and the life-course perspective can guide and inform that investigation. © 2022 John Wiley & Sons Ltd.

Covid-19 and Children's Social Development Changes in cognitive functioning after COVID-19: A systematic review and meta-analysis

Summary In this chapter, the authors focus on disruptions to children's lives at home and at school (including early childhood care and education programs [ECCE] and primary schooling) as critical settings for healthy development. The Covid-19 pandemic has upended children's lives in myriad ways, including disruptions in the family system due to illness or death, financial instability tied to job loss, and educational disruptions as a result of closures of child care facilities and schools. In considering how the Covid-19 pandemic is shaping children's social development, the authors attend to how interactions with others and socialization processes within families and schools may buffer or exacerbate the pandemic's negative impact. Developmental scientists are well positioned to research how macro-level shocks such as the coronavirus pandemic affect children's developmental trajectories, and the life-course perspective can guide and inform that investigation. Introduction We conducted a systematic review and meta-analysis of the cognitive effects of coronavirus disease 2019 (COVID-19) in adults with no prior history of cognitive impairment. Methods Searches in Medline/Web of Science/Embase from January 1, 2020, to December 13, 2021, were performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.  A meta-analysis of the Montreal Cognitive Assessment (MoCA) total score comparing recovered COVID-19 and healthy controls was performed. Results Oof 6202 articles, 27 studies with 2049 individuals were included (mean age = 56.05 years, evaluation time ranged from the acute phase to 7 months post-infection). Impairment in executive functions, attention, and memory were found in post-COVID-19 patients.  The meta-analysis was performed with a subgroup of 290 individuals and showed a difference in MoCA score between post-COVID-19 patients versus controls (mean difference = ?0.94, 95% confidence interval [CI] ?1.59, ?0.29;P = .0049). Discussion Patients recovered from COVID-19 have lower general cognition compared to healthy controls up to 7 months post-infection.

Mindfulness training on the resilience of adolescents under the COVID-19 epidemic: A latent growth curve analysis.

As a preventive measure during the COVID-19 epidemic, we have had to stay at home for a long time. The lifestyle of adolescents has undergone severe changes. Almost every school started online education for the first time. Some adolescents have shown low resilience when faced with these changes. Most previous research has focused on mindfulness training and resilience by using cross-sectional or two-point tracking designs. However, little is known about the developmental trajectories of the impact of mindfulness training on resilience, particularly during this epidemic. Therefore, this study aims to explore how the developmental trajectories of resilience are impacted by mindfulness training. After administering the CD-RISC, we recruited 90 students with low levels of resilience in intervention group. Finally, 84 adolescents provided data at each assessment. At the same time, we selected 90 students in the control group. Paired sample t-test was used to compare every factor defined above by time. The result showed that mindfulness training increased students' resilience and emotional intelligence in experiment group. Then in the experiment group, latent growth modeling was used to (1) examine initial levels and changes in resilience over time and (2) predict initial levels and growth in resilience based on emotional intelligence. The findings of this study are as follows: during a mindfulness training intervention, (1) individual resilience tends to increase, and rate of increase grows gradually; there are also significant individual differences in the initial level and development speed; (2) individual emotional intelligence can promote the growth of resilience. With the worldwide outbreak of COVID-19, more and more attention is paid to the mental health of students. The research in this article shows that mindfulness training program should be given increasing consideration in the future.