Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times

Autores
Tabullo, Angel; Canet Juric, Lorena; Abusamra, Valeria
Año de publicación
2023
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Tabullo, Angel. Pontificia Universidad Católica de Argentina. Facultad de Humanidades y Ciencias Económicas; Argentina
Fil: Tabullo, Angel. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Canet Juric, Lorena. Universidad Nacional de Mar del Plata. Instituto de Psicología Básica y Aplicada y Tecnología; Argentina
Fil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi" ; Argentina
Abstract: Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Incidence of EF issues was higher for fourth graders in the flexibility and working memory domains, possibly reflecting developmental differences. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties (with reading times partially mediating literacy beliefs’ effects), which increased with videogame times (particularly in 4th graders). Nevertheless, perceived changes on screen or reading times with respect to prepandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and video game times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of home literacy environment, reading and screen times with children’s cognitive development, and the importance of following their trajectory during postpandemic times.
Fuente
Cognitive Development. Vol. 68, 2023
Materia
PANDEMIA
COVID-19
INFANCIA
NIÑOS
ALFABETIZACION
LECTURA
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/17420

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oai_identifier_str oai:ucacris:123456789/17420
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen timesTabullo, AngelCanet Juric, LorenaAbusamra, ValeriaPANDEMIACOVID-19INFANCIANIÑOSALFABETIZACIONLECTURATIEMPOS DE PANTALLAFUNCIONES EJECUTIVASFil: Tabullo, Angel. Pontificia Universidad Católica de Argentina. Facultad de Humanidades y Ciencias Económicas; ArgentinaFil: Tabullo, Angel. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Ciencias Humanas, Sociales y Ambientales; ArgentinaFil: Canet Juric, Lorena. Universidad Nacional de Mar del Plata. Instituto de Psicología Básica y Aplicada y Tecnología; ArgentinaFil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi" ; ArgentinaAbstract: Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Incidence of EF issues was higher for fourth graders in the flexibility and working memory domains, possibly reflecting developmental differences. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties (with reading times partially mediating literacy beliefs’ effects), which increased with videogame times (particularly in 4th graders). Nevertheless, perceived changes on screen or reading times with respect to prepandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and video game times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of home literacy environment, reading and screen times with children’s cognitive development, and the importance of following their trajectory during postpandemic times.Elsevier2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/174200885-20141879-226X (online)https://doi.org/10.1016/j.cogdev.2023.101378Tabullo, A., Canet Juric, L., Abusamra, V. Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times [en línea]. Cognitive Development. 2023, 68. doi: 10.1016/j.cogdev.2023.101378. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/17420Cognitive Development. Vol. 68, 2023reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica ArgentinaengArgentinaSiglo XXIinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2025-07-03T10:59:35Zoai:ucacris:123456789/17420instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852025-07-03 10:59:36.066Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
title Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
spellingShingle Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
Tabullo, Angel
PANDEMIA
COVID-19
INFANCIA
NIÑOS
ALFABETIZACION
LECTURA
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
title_short Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
title_full Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
title_fullStr Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
title_full_unstemmed Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
title_sort Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times
dc.creator.none.fl_str_mv Tabullo, Angel
Canet Juric, Lorena
Abusamra, Valeria
author Tabullo, Angel
author_facet Tabullo, Angel
Canet Juric, Lorena
Abusamra, Valeria
author_role author
author2 Canet Juric, Lorena
Abusamra, Valeria
author2_role author
author
dc.subject.none.fl_str_mv PANDEMIA
COVID-19
INFANCIA
NIÑOS
ALFABETIZACION
LECTURA
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
topic PANDEMIA
COVID-19
INFANCIA
NIÑOS
ALFABETIZACION
LECTURA
TIEMPOS DE PANTALLA
FUNCIONES EJECUTIVAS
dc.description.none.fl_txt_mv Fil: Tabullo, Angel. Pontificia Universidad Católica de Argentina. Facultad de Humanidades y Ciencias Económicas; Argentina
Fil: Tabullo, Angel. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
Fil: Canet Juric, Lorena. Universidad Nacional de Mar del Plata. Instituto de Psicología Básica y Aplicada y Tecnología; Argentina
Fil: Canet Juric, Lorena. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Abusamra, Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental "Dr. H. Rimoldi" ; Argentina
Abstract: Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Incidence of EF issues was higher for fourth graders in the flexibility and working memory domains, possibly reflecting developmental differences. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties (with reading times partially mediating literacy beliefs’ effects), which increased with videogame times (particularly in 4th graders). Nevertheless, perceived changes on screen or reading times with respect to prepandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and video game times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of home literacy environment, reading and screen times with children’s cognitive development, and the importance of following their trajectory during postpandemic times.
description Fil: Tabullo, Angel. Pontificia Universidad Católica de Argentina. Facultad de Humanidades y Ciencias Económicas; Argentina
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/17420
0885-2014
1879-226X (online)
https://doi.org/10.1016/j.cogdev.2023.101378
Tabullo, A., Canet Juric, L., Abusamra, V. Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times [en línea]. Cognitive Development. 2023, 68. doi: 10.1016/j.cogdev.2023.101378. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/17420
url https://repositorio.uca.edu.ar/handle/123456789/17420
https://doi.org/10.1016/j.cogdev.2023.101378
identifier_str_mv 0885-2014
1879-226X (online)
Tabullo, A., Canet Juric, L., Abusamra, V. Children’s executive function during the COVID -19 pandemic in Argentina : associations with home literacy , reading , and screen times [en línea]. Cognitive Development. 2023, 68. doi: 10.1016/j.cogdev.2023.101378. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/17420
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Argentina
Siglo XXI
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Cognitive Development. Vol. 68, 2023
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.13397