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Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns

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dc.contributor.authorCadime, Irene
dc.contributor.authorSantos, Ana Lúcia
dc.contributor.authorRibeiro, Iolanda
dc.contributor.authorViana, Fernanda Leopoldina
dc.contributor.authorMartín-Aragoneses, María Teresa
dc.contributor.orcidhttps://orcid.org/0000-0001-8285-4824
dc.contributor.orcidhttps://orcid.org/0000-0003-4758-7462
dc.date.accessioned2025-02-18T17:16:01Z
dc.date.available2025-02-18T17:16:01Z
dc.date.issued2024-10-28
dc.descriptionThe registered version of this article, first published in “Journal of Child Language, (2024), 1-27", is available online at the publisher's website: Cambridge University Press, https://doi.org/10.1017/S0305000924000412 La versión registrada de este artículo, publicado por primera vez en “Journal of Child Language, (2024), 1-27", está disponible en línea en el sitio web del editor: Cambridge University Press, https://doi.org/10.1017/S0305000924000412
dc.description.abstractThis retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period (CDI-III-PT; Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present). The results show a substantial negative effect of the pandemic on both lexical and syntactic development. Considering individual variation, structural equation modelling unveiled a complex scenario in which age, sex, book reading, language-promoting practices, sleeping problems and COVID-19 infection showed a direct effect on linguistic development. Maternal education and parental stress had an indirect effect on children’s language, mediated by book reading and sleeping problems, respectively.en
dc.description.versionversión publicada
dc.identifier.citationCadime I, Santos AL, Ribeiro I, Viana FL, Martín-Aragoneses MT. Living the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdowns. Journal of Child Language. Published online 2024:1-27. doi:10.1017/S0305000924000412
dc.identifier.doihttps://doi.org/10.1017/S0305000924000412
dc.identifier.issnISSN 0305-0009 eISSN 1469-7602
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25918
dc.journal.titleJournal of Child Language
dc.language.isoen
dc.page.final27
dc.page.initial1
dc.publisherCambridge University Press
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.es
dc.subject61 Psicología::6102 Psicología del niño y del adolescente::6102.05 Patología del lenguaje
dc.subject.keywordslanguage developmenten
dc.subject.keywordsshared book readingen
dc.subject.keywordsperceived parental stressen
dc.subject.keywordschild sleep qualityen
dc.subject.keywordsCOVID-19 pandemicen
dc.titleLiving the first years in a pandemic: children’s linguistic development and related factors in and out of the COVID-19 lockdownsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication437a9d89-f506-426f-8f0e-42c9fd58c859
relation.isAuthorOfPublication.latestForDiscovery437a9d89-f506-426f-8f0e-42c9fd58c859
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