An examination of child developmental changes during a global pandemic from parents’ perspective
| dc.contributor.author | Rector, Nicole | |
| dc.date.accessioned | 2024-07-19T15:00:05Z | |
| dc.date.available | 2024-07-19T15:00:05Z | |
| dc.date.issued | 2024-07 | |
| dc.description.abstract | The COVID-19 pandemic profoundly impacted various aspects of life, including children's development. This study aimed to explore the pandemic's impact on children's language, communication, physical, and social-emotional development from the perspective of parents. It also examined perceived differences in impacts between neurotypical children and children with disabilities. Participants included parents of children aged 0-8 from the Atlantic provinces of Canada. Parents reported whether each developmental area was negatively, positively, or not impacted during the pandemic. Frequencies revealed that social and emotional development was the most negatively impacted area, with 45% of neurotypical children and 55% of children with disabilities affected. A chi-square analysis showed a weak association between disability status and both physical and social-emotional development and a moderate association with language and communication development. Qualitative analysis identified themes across developmental areas and differences between the two groups. Parents reported that increased family time improved language skills for neurotypical children and children with disabilities. Neurotypical children also saw academic gains from more home teaching. Both groups experienced stronger family bonds and greater independence at home, but reduced social opportunities led to higher anxiety, sadness, and social fear. Neurotypical children also had increased confidence and happiness from controlled social interactions. While neurotypical children engaged in more outdoor play, overall physical activity decreased for both groups due to halted recreational activities and increased screen time. The pandemic's impact was mostly negative on children's social and emotional development, indicating a need for support and intervention, especially from school psychologists. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2289 | |
| dc.language.iso | en | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | An examination of child developmental changes during a global pandemic from parents’ perspective | |
| dc.type | Thesis |