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  4. Social Distancing and Development

Research project

Social Distancing and Development

  • Start date: 1 May 2020
  • End date: 30 November 2021
  • Funder: ESRC
  • Primary investigator: Dr Nayeli Gonzalez-Gomez (Oxford Brookes University)
  • Co-investigators: Dr Catherine Davies
  • External co-investigators: Dr Teodora Gliga (University of East Anglia), Dr Alexandra Hendry (University of Oxford), Dr Michelle McGillion (University of Warwick)

Value

£257,000

Partners and collaborators

Oxford Brookes University, University of East Anglia, University of Oxford, University of Warwick

Description

This project examines how changes in childcare, parenting style, social interactions, sleep, screen use, and outdoor activities/exercise affect young children’s cognitive development during the COVID-19 UK lockdowns. We are following a cohort of 600 8–36 month-old children living in the UK. Our research methods capture changes in their environment and measure the impact on vocabulary size and executive functions.

Impact

We are working with a wide range of beneficiaries and stakeholders to apply the research findings into practice, for example the Department for Education, the Public Accounts Committee's inquiry into the DfE’s response to COVID-19, the All Party Parliamentary Group for Childcare and Early Education, the Welsh Government, the Welsh Speech, Language & Communication workforce, the Parent-Infant Foundation, the National Literacy Trust, Oxfordshire Early Years Network, Leeds City Council.

Publications and outputs

  • Zuniga-Montanez, C., Davies, C., Ligoxygakis, L., Kašćelan, D., & Gonzalez-Gomez, N. (2024). Annual Research Review: How did COVID-19 affect young children’s language environment and language development? A scoping review.  Journal of Child Psychology and Psychiatry, 66: 569-587. https://doi.org/10.1111/jcpp.14102
  • Davies, C., Kong, S. P., Hendry, A., Archer, N., McGillion, M., & Gonzalez-Gomez, N. (2023). Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19. Journal of Early Childhood Research, 22(2), 238-257. https://doi.org/10.1177/1476718X231213488  
  • Gliga, T., Hendry, A., Kong, S. P., Ewing, B., Davies, C., McGillion, M., & Gonzalez-Gomez, N. (2023). More frequent naps are associated with lower cognitive development in a cohort of 8–38-month-old children, during the Covid-19 pandemic. JCPP Advances, 3(4), e12190. http://dx.doi.org/10.1002/jcv2.12190
  • McGillion M., Davies C., Kong S.P., Hendry A., & Gonzalez-Gomez N. (2023). Caregiver sensitivity supported young children’s vocabulary development during the Covid-19 UK lockdowns. Journal of Child Language 51(5):1213-1229 https://doi.org/10.1017/S0305000923000211.
  • Hendry, A., Gibson, S. P., Davies, C., McGillion, M., & Gonzalez-Gomez, N. (2023). Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the COVID-19 pandemic. Infancy, 28(1), 158–186. https://doi.org/10.1111/infa.12495
  • Hendry, A., Gibson, S. P., Davies, C., Gliga, T., McGillion, M. and Gonzalez-Gomez, N. (2022). Not all babies are in the same boat: Exploring how socioeconomic status, parental attitudes, and activities during UK COVID-19 Lockdown affect early Executive Functions. Infancy, 27, 555–581. https://doi.org/10.1111/infa.12460
  • Davies, C., Hendry, A., Gibson, S., Gliga, T., McGillion, M., and Gonzalez-Gomez, N., (2021). Early Education and Care During Covid-19 Boosts Language and Executive Function. Children and Young People Now. https://www.magonlinelibrary.com/doi/abs/10.12968/cypn.2021.8.40
  • Davies, C., Hendry, A., (=joint 1st authors), Gibson, S. P., Gliga, T., McGillion, M., & Gonzalez-Gomez, N. (2021). Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function. Infant and Child Development, 30(4), e2241. https://doi.org/10.1002/icd.2241
  • Davies, C. (Nov 2023). Policy Brief: Early Childhood Education and Care provided sustained learning benefits during COVID-19 https://doi.org/10.48785/100/167
  • Davies, C., Hendry, A. & Gonzalez-Gomez, N. (July 2021). How missing out on nursery due to COVID has affected children’s development – new research. The Conversation.
  • Davies, C., Hendry, A. & Gonzalez-Gomez, N. (May 2021). Policy Brief: Boosting early years learning during COVID-19. https://doi.org/10.5518/100/66
  • Davies, C., Hendry, A. & Gonzalez-Gomez, N. (July 2021). How missing out on nursery due to COVID has affected children’s development – new research. The Conversation.

Project website

https://babylab.brookes.ac.uk/research/social-distancing-and-development