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Child Development During the COVID‐19 Pandemic Through a Life Course Theory Lens
Author(s) -
Benner Aprile D.,
Mistry Rashmita S.
Publication year - 2020
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/cdep.12387
Subject(s) - pandemic , covid-19 , psychology , life course approach , developmental psychology , medicine , virology , infectious disease (medical specialty) , disease , pathology , outbreak
The COVID‐19 global pandemic and the resulting economic, health, and educational disruptions have upset all aspects of young people’s lives. The pandemic’s reach will likely continue in the near term and as psychological and academic trajectories unfold over time. In this article, we draw on the central tenets of life course theory—intertwined developmental trajectories, linked lives, and stratification systems (Elder, 1998)—to inform understanding of potential adverse effects of the COVID‐19 pandemic on children’s and adolescents’ adjustment and well‐being, as well as mechanisms and processes that may buffer or exacerbate the pandemic’s negative impact. We review empirical evidence on the impact of previous macro‐level crises (e.g., the Great Recession) to illustrate how life course theory can aid developmental scientists in examining the effects of COVID‐19 on children’s development. We conclude with recommendations for research.