3956790101-Discussion and Response

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Nov 24, 2024

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1 Discussion and Response Student’s Name Institution Affiliation Course Name and Number Instructor’s Name Assignment Due Date

2 Discussion and Response Prompt 1 The academic journal article by De Figueiredo et al. (2021) titled "COVID-19 Pandemic Impact on Children and Adolescents' Mental Health: Biological, Environmental, and Social Factors" investigates the COVID-19 pandemic's effects on the children's and young people's psychological well-being while taking social, biological, and environmental variables into consideration. The purpose of the study is to comprehend the numerous elements of the pandemic's outbreak that influenced psychological well-being. There is a discussion of biological and environmental elements, such as age-related sensitivity, brain development, genetic predisposition, and the effects of lockdowns and distant learning on social interaction and disruption of routines, physical activity restrictions, screen time, increases, and social isolation. The essay also emphasizes socioeconomic influences like family composition, financial strain, and access to healthcare. Compared to the course reading "Child Development" by Santrock (16th ed., 2023), this essay acknowledges the multifaceted character of child development. Physical, cognitive, emotional, and social facets of child development are all covered in depth by Santrock. Similarly, the De Figueiredo et al. essay emphasizes the pandemic's effects on children's mental health while acknowledging biological, environmental, and social interconnections. The journal paper focuses primarily on the COVID-19 pandemic's effects on mental health, highlighting the particular difficulties brought on by the pandemic's environmental and social elements. Santrock's textbook provides a more comprehensive view of child development. Both sources emphasize how vital social and environmental factors are in determining a child's development, with the journal article focusing more on current issues brought on by the

3 pandemic. In contrast, Santrock's textbook offers a more fundamental comprehension of ideas and phases of child development. As shown by the De Figueiredo et al. article, biological, ecological, and social variables all impact children's psychological wellness during the COVID-19 pandemic. While the article focuses on the particular setting of a global health catastrophe, this is consistent with the overarching concepts of child development covered in Santrock's textbook. Both sources stress the significance of taking an integrated strategy to comprehend how children develop and the usefulness of acknowledging the variety of elements that influence how a child develops. Prompt 2 Research consistently favors the assumption that a child's capacity to acquire languages is adversely affected by their family’s financial circumstances. The meta-analysis and systematic review by Dowdall et al. (2020) and the global systematic evaluation and meta-analysis by Jeong et al. (2021) are two important pieces of research that shed light on this topic. A thorough study and meta-analysis were undertaken by Dowdall et al. (2020) in order to promote shared picture book reading therapies for the development of language among young kids. The study found that kids from underprivileged backgrounds, frequently linked to poverty, benefited less from these treatments than their counterparts from higher socioeconomic situations. The researchers concluded that the disparity in language development results was caused by limited access to books and decreased exposure to vocabulary-rich situations and interesting dialogues because of financial constraints. In order to support early child development throughout the first three years of life, Jeong et al. (2021) conducted a global systematic review and meta-analysis of parental treatments. Their findings highlighted the detrimental effects of poverty on language development by

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4 demonstrating that children from economically disadvantaged homes had less access to effective parenting strategies that help children develop their language abilities. The language development gap in underprivileged children was worsened by a lack of funding and access to early childhood education, high-quality healthcare, and nurturing environments. Children who grow up in poverty frequently do not have access to opportunities and materials shared in communities with more excellent economic status. They might only have sporadic access to a range of texts for their age group, situations that are linguistically stimulating, and educational toys (Waterman, 2021). Children from lower-income homes may also have less chance to converse with peers and adults, which is crucial for language development. Numerous low-income households cannot participate in the intellectual and linguistic stimulation necessary for the best development of languages because they do not have access to programs for preschoolers and excellent medical care. Comparatively speaking, kids from wealthier backgrounds are more likely to gain from enriched language contexts, access to various educational resources, and participate in early childhood education programs that offer structured language-focused activities (Waterman, 2021). Children from wealthy households have access to experiences and opportunities that foster a more favorable environment for a child's development of their language skills and set them on the path to greater verbal competence and cognitive development.

5 References De Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., ... & Bomfim, P. O. S. (2021). COVID-19 pandemic impact on children and adolescents' mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, 110171. Dowdall, N., Melendez‐Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta‐analysis. Child development, 91(2), e383-e399. Jeong, J., Franchett, E. E., Ramos de Oliveira, C. V., Rehmani, K., & Yousafzai, A. K. (2021). Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis. PLoS medicine, 18(5), e1003602. Santrock, J. (2023). Child development (16th ed.). McGraw-Hill. ISBN: 9781266356780. Waterman, K. (2021). Books that Help Us Blossom: Children's Literature to Enhance Social Emotional Learning in the Primary Classroom (Doctoral dissertation, California State University, Northridge).

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