Download pdf
Psychological Influence of Covid-19 Pandemic on Chinese Infants and Toddlers
- 1 Annie Wright School
* Author to whom correspondence should be addressed.
Abstract
While the Covid-19 pandemic brings a brutal hit to social members, it also affects child development. Nevertheless, there is still a research gap about how the pandemic has influenced Chinese infants’ and toddlers’ development. Under such a circumstance, this quantitative research aims to identify and evaluate the psychological influence exerted by the pandemic. Based on practical developmental screening tools such as ASQ®-3 and ASQ®: SE-2, the survey was oriented to 9 participants in their infancy or early childhood from Baby Friendly East, a China-based early childhood education organization. The descriptive analysis of these survey takers’ scores and the thematic analysis of their parents’ interviewee responses reveal crucial findings: 1) the pandemic has exerted negligible influence on five aspects related to ASQ®-3; 2) the pandemic obviously adverse influence on the seven areas of social-emotional development; and 3) interviews oriented to parents of sampled infants and toddlers underlined specific ways for the pandemic to take effect on child development, including changes in family environment and parent-kid bond, reduction in outdoor activities, and emotional regulations and children’s susceptibility to sleep problems. These findings are supposed to bring positive implications for policy makers, communities and parents to work out feasible and effective interventions to offset negative pandemic-related influence on infants’ and toddlers’ development.
Keywords
psychological, Chinese infants and toddlers, influence, behavior, Covid-19 pandemic
[1]. Flynn, E. G., Laland, K. N., Kendal, R. L., & Kendal, J. R. (2013). Target article with commentaries: Developmental niche construction. Developmental science, 16(2), 296-313.
[2]. Imboden, A., Sobczak, B. K., & Griffin, V. (2022). The impact of the COVID-19 pandemic on infant and toddler development. Journal of the American Association of Nurse Practitioners, 34(3), 509-519.
[3]. Maree, J. G. (2022). “The psychosocial development theory of Erik Erikson: Critical Overview.” In The Influence of Theorists and Pioneers on Early Childhood Education, 119-133.
[4]. Maree, J. G. (2022). “The psychosocial development theory of Erik Erikson: Critical Overview.” In The Influence of Theorists and Pioneers on Early Childhood Education, 119-133.
[5]. Batra, S. (2013). The psychosocial development of children: Implications for education and society—Erik Erikson in context. Contemporary education dialogue, 10(2), 249-278.
[6]. Gowland, R. L. (2015). Entangled lives: Implications of the developmental origins of health and disease hypothesis for bioarchaeology and the life course. American journal of physical anthropology, 158(4), 530-540.
[7]. Fung, P., Pierre, T. S., Raja, M., & Johnson, E. K. (2023). Infants’ and toddlers’ language development during the pandemic: Socioeconomic status mattered. Journal of Experimental Child Psychology, 236, 105744.
[8]. Pedrotti, B. G., Mallmann, M. Y., Almeida, C. R. S., Marques, F. M., Vescovi, G., Riter, H. D. S., ... & Frizzo, G. B. (2022). Infants’ and toddlers’ digital media use and mothers’ mental health: A comparative study before and during the COVID‐19 pandemic. Infant mental health journal, 43(1), 24-35.
[9]. Nozadi, S. S., Li, X., Kong, X., Rennie, B., Kanda, D., MacKenzie, D., ... & Lewis, J. L. (2023). Effects of COVID-19 Financial and Social Hardships on Infants’ and Toddlers’ Development in the ECHO Program. International journal of environmental research and public health, 20(2), 1013.
[10]. Fung, P., Pierre, T. S., Raja, M., & Johnson, E. K. (2023). Infants’ and toddlers’ language development during the pandemic: Socioeconomic status mattered. Journal of Experimental Child Psychology, 236, 105744.
[11]. Saunders, M., Lewis, P., & Thornhill, A. (2003). Research methods forbusiness students. Essex: Prentice Hall: Financial Times.
[12]. Schwartz-Shea, P., & Yanow, D. (2013). Interpretive research design: Concepts and processes. Routledge.
[13]. Horng, S., & Grady, C. (2003). Misunderstanding in clinical research: distinguishing therapeutic misconception, therapeutic misestimation, & therapeutic optimism. IRB: Ethics & Human Research, 25(1), 11-16.
[14]. Saunders, M., Lewis, P., & Thornhill, A. (2003). Research methods forbusiness students. Essex: Prentice Hall: Financial Times.
[15]. Imboden, A., Sobczak, B. K., & Griffin, V. (2022). The impact of the COVID-19 pandemic on infant and toddler development. Journal of the American Association of Nurse Practitioners, 34(3), 509-519.
Cite this article
Yu,C. (2023). Psychological Influence of Covid-19 Pandemic on Chinese Infants and Toddlers. Lecture Notes in Education Psychology and Public Media,30,35-45.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 2nd International Conference on Interdisciplinary Humanities and Communication Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).