Nuffield Foundation funds new study into impact of Covid-19 on language and socio-emotional development
Nicole Weinstein
Monday, June 21, 2021
A new research project looking at the impact of lockdowns on children's language and socio-emotional development is being undertaken by the National Institute of Economic and Social Research (NIESR).
The Nuffield Foundation has awarded NIESR a £500,000 grant over a three-year period to collect data on children's language and socio-emotional development from Reception through to Year 2, as well as comparing statutory assessment data for three years before, and three years following, the onset of Covid-19.
In addition, the project will collect teachers’ views on changes in the educational environment as a result of the pandemic. Parents will also be asked for their perspective on the impact of the Coronavirus crisis on their children’s development.
This study will combine qualitative and quantitative analysis and it aims to provide a comprehensive picture of the impact of Covid-19 on the early years of schooling, to inform future policy development.
Dr Claudine Bowyer-Crane, associate research director at NIESR and project lead, said, ‘We know from previous studies that the early educational experiences of children have a significant effect on them in later years.
'What we are not yet aware of are the long-term impact that Covid-19 will have on children’s language, socio-emotional and educational outcomes. By following children over time and comparing data for the three years preceding Covid-19, with the following three years, we will build a comprehensive picture, which takes into account the children’s language backgrounds, family circumstances and experiences of lockdown. This is a significant project, which we are confident will assist with future policy choices.’
Eleanor Ireland, education programme head at the Nuffield Foundation, said, ‘The early years of schooling are critical for children’s later outcomes. We are very pleased to be funding this important study which will inform our understanding of the longer-term impact of the pandemic on young children’s language development and socio-emotional well-being during this vital stage in their development.’
Dr Bowyer-Crane will lead the study, in collaboration with Dr Sara Bonetti from the Education Policy Institute and Dr Silke Fricke from the University of Sheffield.
