ArticleInfancy : the official journal of the International Society on Infant Studies2022
Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID-19 pandemic on early Executive Functions.
Article in Infancy : the official journal of the International Society on Infant Studies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 2 of them syntheses that pooled it.
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Who cites it
17 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Examining the relationship between language development, executive function, and screen time: A systematic review.PloS one · 2024Pooled it
- A systematic review and meta-analysis of partial correlations between caregiver cognitive stimulation in early childhood and child development.Psychological bulletinPooled it
- Shaping Development Through Parents: A Scalable Approach to Early Learning.Developmental science · 2026Article
- Developmental outcomes in 4-year-old children born in the first COVID-19 lockdown in England: preliminary findings from the Born In COVID Year - Core Lockdown Effects (BICYCLE) study.Archives of disease in childhood · 2026Observational
- Pandemic Babies: Developmental Outcomes in Preschool-Aged Children Born During the COVID-19 Era.Behavioral sciences (Basel, Switzerland) · 2026Article
- Household stress moderates the association between caregiver metacognition and infant sustained attention.Infant mental health journal · 2026Article
- Experiences of early parenthood in and beyond the coronavirus pandemic: a qualitative study with expectant and new mothers.BMC health services research · 2025Article
- Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review.Journal of child psychology and psychiatry, and allied disciplines · 2025Article
- More frequent naps are associated with lower cognitive development in a cohort of 8-38-month-old children, during the Covid-19 pandemic.JCPP advances · 2023Article
- Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers' Language and Emotional-Behavioral Development: A Moderation Analysis.Children (Basel, Switzerland) · 2023Article
- Article
- Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19.Journal of clinical medicine · 2023Article
- Trajectories of distress from pregnancy to 15-months post-partum during the COVID-19 pandemic.Frontiers in psychology · 2023Article
- Toward a dimensional model of risk and protective factors influencing children's early cognitive, social, and emotional development during the COVID-19 pandemic.Infancy : the official journal of the International Society on Infant Studies · 2023Article
- Not all babies are in the same boat: Exploring the effects of socioeconomic status, parental attitudes, and activities during the 2020 COVID-19 pandemic on early Executive Functions.Infancy : the official journal of the International Society on Infant Studies · 2022Article
- Growth of Executive Functions in Preschool-Age Children During the COVID-19 Lockdown: Empirical Evidence.Psychology in Russia : state of the art · 2022Article
- Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function.Infant and child developmentArticle
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Early executive functions (EFs) lay the foundations for academic and social outcomes. In this parent-report study of 575 UK-based 8- to 36 month olds (218 followed longitudinally), we investigate how variation in the home environment before and during the 2020 pandemic relates to infants' emerging EFs. Parent-infant enriching activities were positively associated with infant Cognitive Executive Function (CEF) (encompassing inhibitory control, working memory, cognitive flexibility). During the most-restrictive UK lockdown-but not subsequently-socioeconomic status (SES) was positively associated with levels of parent-infant enriching activities. Parents who regard fostering early learning, affection, and attachment as important were more likely to engage in parent-infant enriching activities, yet there was no significant pathway from parental attitudes or SES to CEF via activities. Infant screen use was negatively associated with CEF and Regulation. Screen use fully mediated the effect of SES on CEF, and partially mediated the effect of SES on regulation. Parental attitudes toward early learning, affection, and attachment did not significantly influence screen use. These results indicate that although parental attitudes influence the development of early EFs, interventions targeting attitudes as a means of increasing enriching activities, and thus EF are likely to be less effective than reducing barriers to engaging in enriching activities.
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