Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development

Lindsey Cameron,Harriet R Tenenbaum

doi:10.1177/1368430220984236

Lindsey Cameron, Harriet R Tenenbaum

Open Access

https://doi.org/10.1177/1368430220984236

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Abstract

Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.

Highlights

Lessons From Research in Formal SettingsChildren’s peer interactions in schools were suspended, which could have an influence on their cognitive development in the short term
Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered
Children’s peer interactions in schools were suspended, which could have an influence on their cognitive development in the short term

Summary

Lessons From Research in Formal Settings

Children’s peer interactions in schools were suspended, which could have an influence on their cognitive development in the short term. Local and national lockdowns and school closures severely limit children’s opportunities for such varied cross-group peer interactions, especially in more segregated communities This restriction may be most powerfully experienced by younger children who will rely on parents’ friendship networks for arranged playdates. Those friendship networks are likely to consist of families from the children’s and parents’ own community, for example their own religious or ethnic community In these ways, children’s opportunities for interaction with cross-group peers, which is essential for maintaining these more fragile bonds, are likely to be severely restricted by limitations on peer socialisation in response to COVID-19 (see Hales et al, 2021, for further discussion of the effects of physical distancing on adults’ perceptions of being ostracised)

Lessons from Informal Settings

Suggestions for the Future

Conclusion