Developmental Losses of Preschool Children Three Years into the COVID-19 Pandemic.

The COVID-19 pandemic and resulting mitigation measures have led to increased vulnerabilities in early child development. However, research is scarce and there are no studies on the persistence of these losses three years into the pandemic among young children. To fill in this gap, we examined census-like evaluations of school readiness carried out among preschoolers in Uruguay. The assessments were carried out among 5 cohorts of 5-year-olds: who were assessed prior to the pandemic (2018, 2019); during the pandemic (2020, 2021); and after the health emergency declaration ended in Uruguay (2022). A total of 180,984 teacher evaluations were included covering cognitive, motor and socio-emotional development, as well as attitudes toward learning. Overall, we found that scores in most spheres of child development decreased from before to during the pandemic in 2020 and 2021. In 2022, scores returned to pre-pandemic levels. Our findings suggest the recovery of developmental losses among cohorts of children in kindergarten took more than two years in a country that experienced a mild-to-moderate impact of the COVID-19 pandemic.

School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children.

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 - 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.

Behavioural Problems in a Nationally Representative Sample of Uruguay. Characterisation of Latent Profiles by Socioeconomic Status, Maternal Depression and Family Violence.

CBCL 1½-5 is one of the most widely used behavioural problem screening instruments internationally. However, few studies have explored its psychometric properties in national representative samples. Additionally, there is limited evidence on the existence of latent profiles of behavioural problems in preschool samples. This study aimed to analyse the psychometric properties of the Spanish version of the CBCL in a representative sample of children from Uruguay (n = 4210), identify latent profiles and characterise profiles according to sociodemographic and family environment variables (maternal depression and violence practices). Our results suggest that the CBCL 1½-5 is reliable. We replicate the seven-correlated-factor solution, which is invariant by sex and age. Three large profiles of behavioural problems were identified (high, medium and low risk) where membership in groups of higher risk was explained by the socioeconomic context, child's sex, maternal depression and, to a lesser extent, violent parental practices.

Role of parenting practices, mother's personality and depressive symptoms in early child development.

In this study we explore the possibility that maternal depressive symptomatology and personality would influence parenting practices which would in turn influence their offspring's socio-emotional and cognitive-motor development. We used a large representative sample of Uruguayan children and their mothers. The Big Five Inventory (BFI), subscales of the Home Observation for Measurement of Environment (HOME), Ages & Stages Questionnaires - third edition (n = 3596), Child Behavior Checklist (n = 3750), and a sociodemographic (SES) questionnaire were administered. We found that favorable scores in child development measures were correlated with maternal openness, extraversion, conscientiousness, agreeableness, low neuroticism, depressive symptomatology, positive parenting practices and high income households. We then elaborated pathway models that allowed us to account for covariance between relevant variables. We found that openness was indirectly associated with aspects of both socioemotional and cognitive motor development via parenting practices and maternal depressive symptomatology. The association between SES and both child development outcomes was fully explained by intermediary variables. Collectively, our results provide support for Belsky's model of child development and can be used by professionals to better target interventions geared at infants and young children and their mothers.

Psychometric properties of the ASQ-3 in a nationally representative sample of Uruguay.

BACKGROUND: The Ages & Stages Questionnaires Third Version (ASQ-3) identifies the risk of developmental delay in children aged 2 to 66 months. The ASQ-3 is available in many languages. However, there is little evidence of the psychometric properties of the Spanish version and using nationally-representative samples. AIMS: This study evaluates the reliability and factor solution of the Spanish version of the ASQ-3 (18- to 54-month questionnaires) in a large, representative sample of Uruguayan children. Besides, it explores the association of ASQ-3 scores with sociodemographic characteristics. METHOD: Participants were 4016 main caregivers selected randomly across the country who completed the ASQ-3 for their children. All participants responded to the ASQ-3 and a sociodemographic questionnaire within the context of a government-run survey of child development. RESULTS: Most versions of the ASQ-3 in Spanish have acceptable-to-good psychometric properties, supporting the 5-factor-solution. Personal-Social and, to a lesser extent, Problem-solving scores were the subscales that showed more suboptimal internal consistency coefficients. Scores showed higher ceiling effects than the original US sample but varied across domains, with Gross Motor showing the highest pattern. Sex and socioeconomic status are associated with scores of most age-versions and subscales of the ASQ-3. CONCLUSIONS: In general, results support the reliability and dimensionality of ASQ-3 scores, but psychometric properties varied across age-version and domains. Overall, earlier versions presented less precision, while the Personal-social domain showed reduced reliability in most age-versions.

Psychometric properties of the Spanish version of the Ages & Stages Questionnaires: Social-Emotional in a nationally representative sample.

The Ages & Stages Questionnaires: Social-Emotional (ASQ-SE) is a developmental screening test used around the world. However, research assessing the psychometric properties of the Spanish version or in nationally representative samples is scarce. The aim of this study is to evaluate the psychometric properties of ASQ-SE in Spanish, and to characterize the socio-emotional scores by sex and socioeconomic status. We administered the ASQ-SE, the Child Behavior Checklist 1 ½ - 5 and the Ages and Stages Questionnaires (3rd version) to a nationally representative sample of children in Uruguay aged 0-3 years old. A floor effect was observed in most of the age ranges for ASQ-SE, specifically in the questionnaires for younger infants. Internal consistency was acceptable. The sensitivity and specificity of the instrument was good when using cut-off scores based on the sample of this study rather than on the original United States sample. Boys and children of lower socioeconomic status had more socio-emotional problems. ASQ-SE in Spanish presents a uni-factorial structure with adequate internal consistency, sensitivity, specificity, and criterion validity. ASQ-SE has adequate psychometric properties to detect children whose social and emotional development requires further evaluation or continuous monitoring.