Children may have benefited from extra time at home during the pandemic, according to a new study.
The research, led by experts at the University of Chichester, explored the experiences of parents with two-year-olds during the covid-induced lockdown.
Despite the significant challenges posed by restrictions, 39 per cent of parents said the period had a positive impact on some aspects of their child’s development.
Lianna Wilding, senior lecturer in primary education at the university, said: "Our research shows that when parents have the opportunity to slow down and connect with their two-year-olds, the benefits for children’s wellbeing and development are profound.
"As England continues to expand access to early education and childcare, we must put quality at the heart of policy, especially time for warm, responsive interactions between adults and children.
"We must also recognise the value of family time for young children's development and ensure that parents have affordable, realistic opportunities to spend more time with their children."
The study, conducted by Ms Wilding alongside education specialists Lorna Earle and Debra Laxton, gathered feedback from 827 parents.
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While 39 per cent believed lockdown had a positive effect on their toddlers, 34 per cent were neutral and 27 per cent reported a negative impact.
Many parents noted improvements in sleeping and eating routines, successful potty training, speech development and increased opportunities to spend time outdoors during lockdown.
The report highlighted that the additional time spent at home supported some aspects of children’s personal, social and emotional growth.
However, it also acknowledged the difficulties faced by many families. Concerns included limited social interaction with peers, increased sibling rivalry and missing out on time with wider family such as grandparents.
The authors raised questions around the growing expectation that parents should return to the workforce as soon as possible.
The paper suggests that quality in early education should be a focus and parental choice should be encouraged, including for those parents that wish to spend more time at home with their child rather than or alongside returning to employment.
The full research paper is available in the Early Childhood Education Journal.
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