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Journal of Child Psychology

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Suzzane Alonzo*
 
Editorial office, Journal Of Child Psychology, UK
 
*Correspondence: Suzzane Alonzo, Editorial office, Journal Of Child Psychology, UK,

Received: 04-Mar-2022, Manuscript No. PULJCP-22-4459; Editor assigned: 12-Mar-2022, Pre QC No. PULJCP-22-4459(PQ); Accepted Date: Mar 22, 2022; Reviewed: 14-Mar-2022 QC No. PULJCP-22-4459(Q); Revised: 16-Mar-2022, Manuscript No. PULJCP-22-4459(R); Published: 24-Mar-2022, DOI: 10.37532/puljcp.2022.6(2).21-22

This open-access article is distributed under the terms of the Creative Commons Attribution Non-Commercial License (CC BY-NC) (http://creativecommons.org/licenses/by-nc/4.0/), which permits reuse, distribution and reproduction of the article, provided that the original work is properly cited and the reuse is restricted to noncommercial purposes. For commercial reuse, contact reprints@pulsus.com

Introduction

In research on early childhood education and policy debates on the usefulness of prekindergarten in the United States, the longterm benefits of early childhood programs have been given significant weight. When the COVID-19 pandemic struck, many research teams were working to establish the evidence base on early childhood programs in the United States to influence that conversation. The theoretical and practical challenges that the COVID-19 epidemic offers for longitudinal research of preschool intervention programs are described in this article. We also analyze the potential opportunities presented by the crisis by creating fresh variation in post-program experiences to address new questions. The article combines resilience and disaster literature with theoretical frameworks for the long-term impacts of preschool. Finally, we make suggestions on how longitudinal research of COVID-19-affected cohorts can help us better understand the mechanisms behind the persistence of preschool effects. Education scholars and the general public have sought to understand the long-term effects of pre-school through 12th-grade education programs on adults to see if what is learned in school may have a significant impact on adult lives. This has been notably true with preschool programs, where early discoveries of long-term advantages have attracted the public's attention to the importance of early learning, even when the effects waned in middle childhood. Multiple research teams were gathering the necessary longitudinal evidence before the COVID-19 outbreak to see if these trends still applied to pre-school programs in the United States today. Their research looked into how programmatic methods, counterfactual experiences, demographic characteristics, and parental contributions in children's development might improve (or diminish) these relationships. COVID-19, on the other hand, threw these studies into disarray, even if data gathering was not Formally interrupted. The central problem is that longitudinal theories of change have never taken into account the long-term effects of a global public health crisis, which has significantly increased family stressors, amplified the effects of poverty, and resulted in increased child trauma and loss, as well as dramatically widened inequality. What does the most current generation of studies tell us about the effects of a certain program in the time of COVID-19, for example, Is it possible to extrapolate these findings to previous and later cohorts? Finally, and perhaps most significantly, how do we make the most of differences in intervention approaches as well as aiming to provide new insights into those programs that can best promote children's development and resilience? The theoretical and practical risks posed by the COVID-19 epidemic for longitudinal studies of education programs are described in this article using research on preschool interventions as an anchor. By bringing new variety and posing new questions, we also discuss the potential opportunities presented by the crisis. We provide a paradigm for evaluating the long-term consequences of a new generation of preschool programs as a result. Following the global epidemic, our goal is to launch a new research agenda for the field of preschool education. During the first wave of the pandemic, comprehensive global research provides systematically important insights on students' satisfaction and perceptions of various elements of their lives, including their thoughts on the near and far future. Teaching staff and university public relations provided the most crucial support to students at the university throughout the epidemic, according to the report. Students, on the other hand, we're unable to perceive a greater performance when adapting to online learning due to a lack of computer skills and a sense of a significantly larger burden. During the lockdown, students were mostly bored, uncomfortable, and frustrated, and expressed concerns about their future professional careers and study challenges. They also adjusted some of their hygiene habits, such as wearing masks and washing hands regularly, as well as everyday routine routines, such as leaving the house and shaking hands. While hospitals and universities appear to have played a constructive role during the epidemic, governments and banks failed to match students' expectations. Students' perceptions of several areas of academic work/life were similarly influenced by socio-demographic (and regional) characteristics. The empirical findings suggest that the COVID-19 crisis' transition from onsite to online lectures had a greater impact on males, part-time students, undergraduate students, applied sciences students, students with a lower living standard, and students from less developed regions (in Africa and Asia), whereas the pandemic had a greater impact on females, full-time, undergraduate students, students with financial problems, and students from less developed regions (in Africa and Asia). While hospitals and colleges appear to have a constructive impact, governments and banks failed to match students' expectations throughout the crisis. The findings also show that during the COVID-19 crisis, students who were more hopeful and less bored, students who were more satisfied with their academic work/life, social science students, students with a better living standard (with a scholarship and/or the ability to pay the overall costs of study), and students who were studying in Europe were more satisfied with the role and measures of their university. According to a countrywide survey performed by Reuters in the United States, school closures and the epidemic have had major mental health implications. This has an impact on both pupils and teachers. Ninety percent of the school districts polled claimed they were experiencing problems. The pandemic and lockdown have had a variety of effects on children throughout the world. Some students rely on the necessary help and tools to make the situation bearable, while others struggle to keep up with schoolwork in this unfamiliar environment. Due to school closures, students have had a difficult time learning at home. Children in families who cannot afford resources for at-home learning activities, where parents have low educational attainment, or where there is insufficient room for effective learning have fallen behind significantly throughout this time. In previous epidemics, such as SARS, EBOLA virus, and Middle-East respiratory syndrome, studies have revealed a significant prevalence of negative psychological impacts in both children and adults. The same thing is happening. The same thing is happening with the COVID-19 pandemic, and while in quarantine, anxiety, depression, impatience, boredom, inattention, and fear are among of the most common newonset psychological issues in children and adults. Apart from psychological issues, there is evidence that the lockdown has harmed the cognition and social capacities of children and adolescents. According to studies from Europe, the COVID-19 pandemic has had a greater impact on families caring for children with Intellectual and Developmental Disabilities (IDDs) than on the general population. Changes in their child's behavior, such as distractibility, inability to concentrate, impatience, and general discomfort, were more likely to be reported by parents of children with mental physical problems. Many young individuals who seek mental health care are already unable to obtain necessary services. Sessions have been replaced, or even postponed, by online or telephone help. If sessions are held remotely with family members nearby, some young people may find this less beneficial or may be concerned about maintaining privacy. Lockdown and social alienation, in addition to these issues and difficulties, have had an impact on specific demographics. Individuals with autism spectrum disorder are at a higher risk of having difficulty coping with the pandemic and its consequences, according to the study "Professionals' perspectives on the effects of COVID-19 on autistic individuals. “Due to school closures, students with autism must cope with abrupt changes in course delivery and mentorship programs been replaced, or even postponed, by online or telephone help. If sessions are held remotely with family members nearby, some young people may find this less beneficial or may be concerned about maintaining privacy. Lockdown and social alienation, in addition to these issues and difficulties, have had an impact on specific demographics. Individuals with autism spectrum disorder are at a higher risk of having difficulty coping with the pandemic and its consequences, according to the study professionals perspectives on the effects of COVID-19 on autistic individuals.Due to school closures, students with autism must cope with abrupt changes in course delivery and mentorship programs.

 
Google Scholar citation report
Citations : 21

Journal of Child Psychology received 21 citations as per Google Scholar report

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