On What Tasks Did Children between the Ages of 3 and 12 Years Spend Their Time during the COVID-19 Pandemic? An...

Area of Science:

• Child Psychology
• Public Health
• Sociology

Background:

• The COVID-19 pandemic necessitated lockdowns, restricting children's movement and social interactions, increasing risks of inactivity and affecting psychosocial well-being.
• Parental educational levels may influence children's activities and well-being during confinement.

Purpose of the Study:

• To analyze psychosocial well-being, sociodemographic factors, and technology use in children aged 3-12 during COVID-19 confinement.
• To examine the relationship between parental education and children's confinement experiences.

Main Methods:

• A cross-sectional study involving 2316 children (ages 3-12).
• Data collected on psychosocial well-being, sociodemographics, and technology use.
• Statistical analysis performed using SPSS 25.0.

Main Results:

• European children reported more use of video consoles and tablets, alongside increased Physical Activity (PA), school tasks, artistic activities, family games, reading, free play, and sleep.
• Ibero-American children showed higher TV usage, spent more time on technological devices and domestic tasks, and reported poorer psychosocial well-being and increased fatigue.
• Significant differences observed in activity patterns and well-being between European and Ibero-American children.

Conclusions:

• Confinement measures impacted children's lifestyles differently across regions, with European children showing more balanced activity, while Ibero-American children exhibited higher technology use and domestic task engagement.
• Parental education level is a crucial factor influencing children's psychosocial well-being and activity patterns during periods of restricted movement.
• Interventions should consider regional and socioeconomic differences to support children's holistic development during crises.