Associations Between Movement Behaviors and Emotional Changes in Toddlers and Preschoolers During Early Stages of the COVID-19 Pandemic in Chile

Abstract

Background: There is limited evidence about emotional and behavioral responses in toddlers and preschoolers during the novel coronavirus (COVID-19) pandemic, particularly in Latin America.Objective: To assess associations between changes in movement behaviors (physical activity, screen time and sleeping) and emotional changes in toddlers and preschoolers during early stages of the pandemic in Chile.Methods: A cross-sectional study conducted from March 30th to April 27th, 2020. Main caregivers of 1- to 5-year-old children living in Chile answered an online survey that included questions about sociodemographic characteristics, changes in the child's emotions and behaviors, movement behaviors and caregivers' stress during the pandemic. Multiple linear regressions were used to assess the association between different factors and emotional changes in toddlers and preschoolers.Results: In total, 1727 caregivers provided complete data on emotional changes for children aged 2.9 ± 1.36 years old, 47.9% girls. A large proportion of toddlers and preschoolers in Chile experienced emotional and behavioral changes. Most caregivers reported that children “were more affectionate” (78.9%), “more restless” (65.1%), and ‘more frustrated' (54.1%) compared with pre-pandemic times. Apart from changes in movement behaviors, factors such as child age, caregivers' age and stress, and residential area (urban/rural) were consistently associated with changes in emotions and behaviors.Conclusion: The pandemic substantially affected the emotions and behaviors of toddlers and preschoolers in Chile. The findings suggest that supportive actions for caregivers may have a positive impact not only on adults but also on children. Mental health promotion programs should consider multilevel approaches in which the promotion of movement behaviors and support for caregivers should be essential pieces for future responses.

Long-term physical, mental and social health effects of COVID-19 in the pediatric population: a scoping review

“…For older children, behavioral symptoms reported included clinginess, distraction, irritability, and fear of asking questions about the epidemic [22]. Other findings related to mood and emotional status included increases in being affectionate, restless, and frustrated [27]. The behavioral health of non-hospitalized children with COVID-19 had been reported by parents to have been worsening as the pandemic was progressing [42].…”

“…Preliminary reports in the U.S. point consistently to disparities by race and ethnicity, with African Americans, Hispanics/Latinos, American Indians/Alaska Natives, and Native Hawaiians/ Other Pacific Islanders experiencing a greater COVID-19 burden than non-Hispanic White populations [26]. Reports by geographic locations indicate that cases are substantially greater in economically disadvantaged census tracts [1,27]. These long-term effects, even if only mild in severity, can have a detrimental impact on a person's overall quality of life [28].…”

Family lifestyle is related to low‐income preschoolers' emotional well‐being during COVID‐19 pandemic

“…For example, the odds for children to have mental health problems increased by at least 40% from high-income to low-income (Li et al, 2021). One study in Chile found that children aged 1-5 years old were more restless and frustrated during the pandemic time compared to prepandemic time (Aguilar-Farias et al, 2021). Similarly, another study reported an increase in crying, sadness, and being upset among preschoolers (Schmidt et al, 2021).…”

Role of Spanish Toddlers’ Education and Care Institutions in Achieving Physical Activity Recommendations in the COVID-19 Era: A Cross-Sectional Study

“…To mitigate the spread and infection, governments from around the world have adopted measures to limit social contact, including stay-at-home orders [ 3 ], travel restrictions, and school closures [ 4 ]; upon reopening, both the schools and their students and families have had to adapt to a new pandemic reality [ 4 , 5 ]. These extraordinary arrangements have had negative social, emotional, and physical impacts on young children, including sleeping disorders, reduced physical activity (PA), and increased sedentary behaviour (SB) [ 6 , 7 , 8 , 9 ]. When space to play has been provided, the increased SB and decreased PA in toddlers have been attenuated [ 10 ].…”