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Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.

Publication ,  Journal Article
Gassman-Pines, A; Ananat, EO; Fitz-Henley, J; Leer, J
Published in: Developmental psychology
August 2022

The COVID-19 pandemic profoundly affected American families and children, including through the closure or change in the nature of their care and school settings. As the pandemic has persisted, many children remain in remote schooling and those attending in-person childcare or school have contended with unpredictable closures. This study investigated the frequency and consequences of disruptions to children's childcare and school arrangements during Fall 2020. The sample is parents who were hourly service-sector workers prior to the pandemic, had a young child between the ages of 3 and 8, and were at least partially responsible for their children's school and/or care in Fall 2020 (N = 676); half of the sample were non-Hispanic Black, 22% were Hispanic, and 18% are non-Hispanic White. Parents were asked to complete 30 days of daily surveys about whether their care and school arrangements went smoothly and as predicted that day, about their mood, parenting behaviors, and children's behavior. Results showed that daily disruptions to care and school were common, with families reporting a disruption on 24% of days. Families with children in exclusively remote schooling experienced more frequent disruption than families with children in in-person care or school. For all families, care or school disruptions were related to worse child behavior, more negative parental mood, and increased likelihood of losing temper and punishment. Within-family mediation suggests that parents' difficulties supporting children's learning, and to a lesser degree their mood and parenting behaviors, partially mediate effects of disruptions on child behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Duke Scholars

Published In

Developmental psychology

DOI

EISSN

1939-0599

ISSN

0012-1649

Publication Date

August 2022

Volume

58

Issue

8

Start / End Page

1512 / 1527

Related Subject Headings

  • Problem Behavior
  • Parents
  • Parenting
  • Pandemics
  • Humans
  • Developmental & Child Psychology
  • Child, Preschool
  • Child Behavior
  • Child
  • COVID-19
 

Citation

APA
Chicago
ICMJE
MLA
NLM
Gassman-Pines, A., Ananat, E. O., Fitz-Henley, J., & Leer, J. (2022). Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems. Developmental Psychology, 58(8), 1512–1527. https://doi.org/10.1037/dev0001373
Gassman-Pines, Anna, Elizabeth O. Ananat, John Fitz-Henley, and Jane Leer. “Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.Developmental Psychology 58, no. 8 (August 2022): 1512–27. https://doi.org/10.1037/dev0001373.
Gassman-Pines A, Ananat EO, Fitz-Henley J, Leer J. Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems. Developmental psychology. 2022 Aug;58(8):1512–27.
Gassman-Pines, Anna, et al. “Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems.Developmental Psychology, vol. 58, no. 8, Aug. 2022, pp. 1512–27. Epmc, doi:10.1037/dev0001373.
Gassman-Pines A, Ananat EO, Fitz-Henley J, Leer J. Effect of daily school and care disruptions during the COVID-19 pandemic on child behavior problems. Developmental psychology. 2022 Aug;58(8):1512–1527.

Published In

Developmental psychology

DOI

EISSN

1939-0599

ISSN

0012-1649

Publication Date

August 2022

Volume

58

Issue

8

Start / End Page

1512 / 1527

Related Subject Headings

  • Problem Behavior
  • Parents
  • Parenting
  • Pandemics
  • Humans
  • Developmental & Child Psychology
  • Child, Preschool
  • Child Behavior
  • Child
  • COVID-19