000			01738nas a2200229Ia 4500
008			241107c99999999xx |||||||||||| ||und||
022			_a0010-4086
100			_aAbufhele, Alejandra _9119647
245		0	_aDevelopmental Losses in Young Children from Preprimary Program Closures during the COVID-19 Pandemic
260			_bComparative Education Review
260			_c2024
300			_a423-442
520			_aThe learning and developmental losses from preprimary program closures due to COVID-19 may be unprecedented. These disruptions early in life can be long-lasting. Although there is evidence about the effects of school closures on older children, there is scarce evidence on such losses for children in their early years. This article is among the first to quantify the actual impact of pandemic-related closures on early child development, in this case, for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique data set collected face-to-face in December 2020, which includes child development indicators for general development, language development, socioemotional development, and executive function. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, 9 months after the start of the pandemic, we find a loss in language development of 0.25 SD.
650			_a Childcare _937468
650			_a Preprimary Program _9123145
650			_a Young Children _9123146
650			_aCOVID-19 Pandemic
700			_a Bravo, David _9123147
700			_a Lopez-Boo, Florencia _9123148
700			_a Soto-Ramirez, Pamela _9123149
856			_uhttps://www.journals.uchicago.edu/doi/10.1086/731588
999			_c134447 _d134447