COVID-19 Anxiety and Early Childhood Development: Reflections From Practitioners in Early Years Settings

Abstract

The COVID-19 pandemic had a profound impact upon early childhood practice. This chapter presents reflections from discussions with practitioners based on their experiences through and coming out the COVID-19 pandemic. Whilst acknowledging the extreme circumstances for the practitioners, children, families and the settings, the authors sought to value and share these contributions in a way that highlight developmentally appropriate practice speech around language delay, delays in physical development, relationship and self-regulation problems, mental health and well-being issues and children's safeguarding. The authors place a strong focus on young children's developmental outcomes, which should be a priority for early years research. The narratives presented should also be of interest to policymakers to aid them in developing strategies to ensure young children's holistic development.

Citation

Ferrante, C.A. and Chaplin, E. (2024), "COVID-19 Anxiety and Early Childhood Development: Reflections From Practitioners in Early Years Settings", Disney, T. and Grimshaw, L. (Ed.) Care and Coronavirus (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Leeds, pp. 55-61. https://doi.org/10.1108/978-1-83797-310-120241004