COVID tied to shifts in early childhood executive function development
Mar 8th 2026
A University of East Anglia longitudinal study of 139 children finds COVID-19 related disruptions changed the stability of executive function development, with preschoolers most affected and variable effects depending on how long after the first lockdown children were tested.
- The University of East Anglia led a longitudinal study of 139 children aged 2.5 to 6.5 using the Minnesota Executive Function Scale and published the results in Child Development.
- The pandemic created a natural experiment because some children had assessments before the first lockdown while others were tested at varying times after it.
- Children assessed about one to three years after the start of the pandemic showed a weaker link between early and later executive function scores, indicating more variable developmental trajectories.
- Children assessed more than three years after the lockdown showed a stronger continuity between early and later executive function, suggesting a return to more stable developmental patterns.
- Children who were in preschool when the pandemic began showed steeper executive function gains over time than those who had already entered primary school.
- The authors note that school closures, reduced peer interaction, and increased family stress during the pandemic may have temporarily altered opportunities for practicing self-regulation and other executive skills.