The Impact of Covid-19 on the Language Skills of Preschool Children

Data from a School Screening Project for Language Disorders in Greece

Bibliographic Data

ID15713698
AuthorsEleni Kyvrakidou (Special Treatment Center ‘Nous & Logos’, 554 38 Thessaloniki, Greece), Giannis Kyvrakidis (Special Treatment Center ‘Nous & Logos’, 554 38 Thessaloniki, Greece), Anastasia S Stefanaki (Technical University of Munich), Asterios Asimenios (Special Treatment Center ‘Nous & Logos’, 554 38 Thessaloniki, Greece), Athanasios Gazanis (424 General Military Hospital), Asterios Kampouras (0000-0001-7047-9449, Aristotle University of Thessaloniki, corresponding author)
Year2025
Volume12
Issue3
Pages376-376
Publication date2025-03-18
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children12030376
PMID40150658
OpenAlexW4408550483
LanguageEN
Citations received1
References cited37

Background/Objectives: The COVID-19 pandemic has significantly affected children's lives, particularly preschool-aged children who undergo rapid biological and psychosocial development. This study aimed to investigate the effects of the COVID-19 pandemic on the language skills of preschool children in Greece. Methods: To that end, a widely used screening tool was applied in a screening project involving 213 preschoolers. Language skills were assessed in three groups of children aged 2-4 years old before, during and after the pandemic. Results: A significant increase in the number of children with atypical language skills profile was identified in relation to the preschoolers after the pandemic versus those before or during the pandemic period. A higher prevalence of atypical profiles was observed in girls than in boys. Interestingly, an increase in the number of successfully produced or repeated words and pseudowords, along with enhanced expressive abilities, was observed during the pandemic compared to the periods before and after. Conclusions: Our findings suggest that post-pandemic preschool children exhibit higher rates of atypical language skill profiles compared to those assessed before and during the pan-demic. Given the importance of language development as a critical aspect of children's overall personality and well-being, further research is needed to explore the impact of specific pandemic-related factors on language competency. These factors include mask-wearing, increased screen time, reduced social interaction and exposure to language-rich environments, as well as impaired mental health and parental distress. Additionally, personalized interventions should be developed to support healthier developmental outcomes

Coronavirus disease 2019 (COVID-19 · Developmental psychology · Disease · Distress · Language development · Mental health · Pandemic · Psychiatry · Psychological intervention · Psychosocial · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Clinical Psychology · Early Childhood Education and Development · Medicine · Psychology

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