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Journal of Modern Foreign Psychology
2022. Vol. 11, no. 2, 81–92
doi:10.17759/jmfp.2022110207
ISSN: 2304-4977 (online)

Mental development of preschool and primary school children during the COVID-19 pandemic

232

D.A. Bukhalenkova, D.M. Nechaeva

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Abstract

The analytical review focuses on factors affecting the development of children during the COVID-19 pandemic. The results of 14 studies from 2020 to 2022 are systematized. The generalization of their results expands and clarifies the understanding of the relationship between the development process of preschool children with factors of relations between children and parents, the stress situation, forced isolation during a pandemic. The analyzed studies indicate that the stress level of parents and their perception of a stressful situation simultaneously affect the child’s perception of parents and the relationship with him. Empirical evidence has been systematized in favor of children attending kindergartens, educational centers, or taking help from other relatives as positively telling on their social development motor activity and comfortable family climate. It is emphasized that during the pandemic, the amount of screen time among younger schoolchildren has significantly increased.

General Information

Keywords: preschool age, pandemic, emotional development, executive functions, child-parent relationships

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110207

Funding. The reported work was carried out with the financial support of the President of the Russian Federation for the state support of young Russian scientists MK-1953.2022.

For citation: Bukhalenkova D.A., Nechaeva D.M. Mental development of preschool and primary school children during the COVID-19 pandemic [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 2, pp. 81–92. DOI: 10.17759/jmfp.2022110207. (In Russ., аbstr. in Engl.)

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Information About the Authors

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4523-1051, e-mail: d.bukhalenkova@inbox.ru

Darina M. Nechaeva, Laboratory assistant, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-5850-4242, e-mail: dnechaeva@bk.ru

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