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The COVID-19 pandemic instilled a new normal across the world. Businesses turned to take out services and faced financial struggle. Hospitals enacted a visitor policy, limiting contact with patients, their families, and their friends. Schools closed their classrooms and moved to online learning from home, isolating children from their teachers, peers, and an optimal learning environment.

The literature review consists of six articles pertaining to the influence of the COVID-19 lockdown on preschoolers neurocognitive and psychosocial development. Specifically, the influence of the lockdown on preschooler mental health, executive function, and social skills. According to the research, the results were differential, it was found that pandemic children demonstrated better problem solving and fine motor skills but lower social skills compared to pre-pandemic children. In a previous ASQ-3 study, it was concluded that positive/refer results were higher amongst pandemic children. However, in another study, there was no significant difference between pre and post pandemic scores. Children who transitioned to kindergarten resulted in the poorest EF skills. The COVID-19 lockdown also caused negative mental health issues.

To help nurture social skills, play is an effective intervention. It is helpful to discuss emotion, practice language skills, and play games that invoke the skill of self-regulation such as freeze-tag or Simon Says.



Publication Date

Fall 2024


Scholar & Creative Works Conference, Dominican University of California


San Rafael, CA


preschoolers, neurocognitive development, psychosocial development, COVID-19 or pandemic


Child Psychology | Cognitive Psychology | Developmental Psychology | Nursing

How The Lockdown of Covid-19 Influenced The Neurocognitive and Psychosocial Development of Preschoolers