A recent longitudinal study has found that the timing of COVID-19 lockdowns in the United Kingdom influenced how executive function developed and stabilized in young children. The research, published in Child Development, followed 139 children from Norwich from ages 2.5 to 6.5 years to examine changes in executive function (EF) before and after the onset of the pandemic.
Executive function refers to mental skills that help with self-regulation, flexible thinking, and sustained attention. These abilities are important for academic achievement and overall well-being. The study used consistent measurement tools, including the Dimensional Change Card Sort (DCCS) and Minnesota Executive Function Scale (MEFS), across several years to assess EF at different ages.
The researchers also considered maternal education as a key socioeconomic factor. On average, mothers had a Bachelor’s degree and family income was about £40,646. Children with certain health issues were excluded from the study.
According to the findings, “the relationship between EF at 30 and 78 months was weaker for children tested soon after the COVID-19 lockdown but stronger for those tested three to four years later.” The authors stated this suggests that “the pandemic may have temporarily disrupted the stability of individual differences in EF measured across early childhood, which lessened over time.” They emphasize “the importance of monitoring and supporting children’s cognitive development in the years following significant disruptions, such as a pandemic.”
During lockdowns, about 40% of participating children had no formal childcare while just over half attended some form of childcare. Sixty percent experienced COVID-19 infection at least once during this period.
The study also looked at whether age when lockdowns began made a difference. It found that younger children—those who were preschool-aged at the start of restrictions—showed faster improvement in executive function over time compared to those already attending primary school when disruptions began. However, initial levels of EF did not differ by age at onset.
“Children’s initial EF was not associated with age at the onset of COVID,” according to researchers, “but younger children at the pandemic’s onset showed faster improvement over time.” They suggest these differences might be related to varying degrees of schooling disruption or social experiences during lockdowns.
Maternal education emerged as an important factor throughout: Children whose mothers had higher education levels tended both to score higher on EF assessments and show more stable relationships between early and later measurements.
Overall, results indicate that while executive function is generally stable through early childhood, major events like pandemics can cause temporary disruptions—particularly among certain groups—and ongoing support may be necessary as societies recover from such events.
