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The COVID-19 pandemic brought unprecedented changes to daily life, disrupting education, social interactions, and child development. While much research has examined the pandemic’s impact on school-age children, a new study from the University of California, Merced, reveals significant cognitive setbacks among preschool-aged children, particularly in their ability to understand others’ perspectives.
Led by developmental psychology professor Rose Scott, the study found that children between the ages of 3½ and 5½ tested before and after the COVID lockdowns showed a measurable decline in false-belief understanding—a crucial cognitive skill that helps children recognize that others can hold incorrect beliefs. The findings were published in Scientific Reports and highlight a worrying trend, especially for children from lower-income households.
“It was remarkable to see the drop in kids’ performance,” said Scott. “Before the pandemic, children as young as 2½ could pass certain false-belief tasks. But right after lockdowns, even some 5-year-olds struggled with them.”
The study, co-authored by graduate students Gabriel Nguyentran and James Sullivan, tested 94 children using three false-belief tasks. One such task involved a puppet named Piggy, who placed a toy in one container before leaving the scene. Another puppet then moved the toy to a different container. When Piggy returned, the child was asked where Piggy would look for the toy. A correct answer indicated the child understood Piggy’s mistaken belief about the toy’s location.
Before the pandemic, about 80% of 5-year-olds passed this test. However, after lockdowns, the success rate dropped to 63%. Among children from lower-income households, only 51% passed—making their responses nearly random guesses.
The study also examined socioeconomic factors, measuring household income and parental education. It found that children from wealthier homes showed little cognitive decline, while those from lower-income backgrounds experienced significant setbacks. Researchers suggest that financial stress, reduced parent-child communication, and increased screen time may have contributed to these cognitive delays.
Scott noted that false-belief understanding plays a critical role in classroom interactions, helping children navigate friendships, cooperation, and learning. “A child needs to take another person’s perspective into account to interact effectively,” she explained. “They have to balance their own desires with those of their peers.”
Follow-up assessments in 2023 showed that these cognitive delays persisted in many children, raising concerns about long-term developmental impacts. The study has since gained attention from experts in child development, with researchers at other institutions reporting similar observations.
“Every time I present this data, my colleagues say, ‘This is exactly what we’re seeing in our own studies,'” Scott said. “There may be more data out there that has yet to be analyzed.”
The study underscores the need for targeted interventions to support early childhood cognitive and social development, particularly for children from disadvantaged backgrounds. Experts suggest that increased parent-child interaction, structured play, and reduced passive screen time may help mitigate some of these effects.
Disclaimer: This article summarizes findings from a published scientific study. While the research highlights potential impacts of COVID-19 lockdowns on preschoolers’ cognitive development, further studies are needed to fully understand the long-term consequences and possible interventions.
