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dc.contributor.author
Korzeniowski, Celina Graciela
dc.date.available
2024-07-16T14:39:18Z
dc.date.issued
2023-06
dc.identifier.citation
Korzeniowski, Celina Graciela; Impact of COVID-19 Pandemic on the Development of Children’s Executive Functions: Implications for School- Based Interventions; SciRes Literature; Journal of Biomedical Research & Environmental Sciences; 4; 6; 6-2023; 1120-1135
dc.identifier.issn
2766-2276
dc.identifier.uri
http://hdl.handle.net/11336/240083
dc.description.abstract
The pandemic of COVID-19 has had a significant impact on children’s lives. Worldwide, there has been evidence of a decline in children's mental health, well-being, and quality of life. Few studies, however, have reported the pandemic's impact on children's cognitive functioning. Executive Functions (EFs) are a set of high-order cognitive functions involved in behavior and emotions self-regulation. EFs are powerful predictors of school performance, child’s well-being and health. During crisis and disaster, EFs are critical resources to cope with unusual and complex situations, and to find novel solutions to problems. Because of EFs’ extensive growth, there are many time periods during which experience has the greatest effect on brain development. Therefore, EFs are among the cognitive systems that are most vulnerable to environmental stress. As a result, children's emotional distress has been related to concentration and memory problems, difficulties managing impulses and emotions, and difficulties in planning ahead. Recent research has found executive dysfunction in children and adolescents during pandemic. Adopting an ecological contextual model, this study aimed to identify factors associated to pandemic that may affect children's performance and development of EFs, as well as, to propose a set of evidence-based strategies for teachers to assist children manage stress and promote EFs during crisis. Peer-reviewed academic articles, books, and web resources published between 2010 and 2023 were chosen for review in this study. As a result, child stress, family stress, school closure, changes in child-teacher interactions, and unhealthy habits are highlighted as potential factors influencing child EF development. In response to the Sustainable Development Goals agenda, a set of strategies was developed that may be easily included into the school curriculum. Creating school-based interventions to develop students' EFs is one approach to improve children's crisis-response resources.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
SciRes Literature
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by/2.5/ar/
dc.subject
COVID-19
dc.subject
EXECUTIVE FUNCTIONS
dc.subject
ECOLOGICAL CONTEXTUAL MODEL
dc.subject
SCHOOL-BASED INTERVENTIONS
dc.subject
CHILDREN
dc.subject.classification
Otras Psicología
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Psicología
dc.subject.classification
CIENCIAS SOCIALES
dc.title
Impact of COVID-19 Pandemic on the Development of Children’s Executive Functions: Implications for School- Based Interventions
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2024-07-16T12:26:40Z
dc.journal.volume
4
dc.journal.number
6
dc.journal.pagination
1120-1135
dc.journal.pais
Estados Unidos
dc.description.fil
Fil: Korzeniowski, Celina Graciela. Universidad del Aconcagua. Facultad de Psicología; Argentina. Centro de Investigaciones de Cuyo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina
dc.journal.title
Journal of Biomedical Research & Environmental Sciences
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.jelsciences.com/articles/jbres1776.pdf
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.37871/jbres1776
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