Childcare Center Attendance During the Covid-19 Pandemic: Boosting Cognitive and Language Development

Area of Science:

• Child Development
• Educational Psychology
• Public Health

Background:

• The COVID-19 pandemic highlighted the critical role of early childhood education and care (ECEC) in child development.
• Disruptions to ECEC services during the pandemic raised concerns about potential negative impacts on young children's learning and development.

Purpose of the Study:

• To investigate the impact of ECEC program attendance on children's cognitive and receptive language skills following pandemic-related closures.
• To assess the relationship between the intensity of ECEC attendance and developmental outcomes in young children.

Main Methods:

• Utilized linear regression with a lagged dependent variable to analyze data.
• Examined cognitive and receptive language assessments from a sample of 809 Chilean children (mean age 41.3 months in 2021).

Main Results:

• Children attending center-based ECEC for over 20 hours per week showed significantly higher cognitive scores (3.2 points higher) compared to non-attendees.
• Children with higher ECEC attendance also demonstrated higher receptive language levels (2.9 points higher).
• The intensity of ECEC attendance was identified as a key factor influencing developmental outcomes.

Conclusions:

• Regular and intensive attendance at ECEC programs is vital for supporting children's cognitive and language development, particularly in the post-pandemic context.
• ECEC programs play a significant role in mitigating potential developmental setbacks associated with pandemic-related disruptions.
• Policy and practice should emphasize facilitating consistent and sufficient ECEC engagement for young children.