Alisa Almas, PhD, Research Associate, Principal Investigator, CHEQ Project Kate Buium, Knowledge-to-Action, Early Years Lead
Impact of COVID-19 on
Children & Families in BC
• Intro to HELP & Early Development Instrument (EDI)
• Introduction to the Childhood Experiences Questionnaire (CHEQ)
- CHEQ 2020 data• Break
• Impact of the COVID-19 pandemic on children & families
- CHEQ 2020 COVID-19 data- Current Research
• Discussion
Current context for
young children & families:
• Limited extended family/friend interactions
• Limited activities & celebrations
• Limited child care
• Online interactions – screen time
• Face masks
HELP’s CHILD DEVELOPMENT MONITORING SYSTEM
Early Experiences
The Early Development Instrument
Wave 2 Wave 3 Wave 4 Wave 5 Wave 6 Wave 7
One or more scales 29.9 28.7 30.9 32.5 32.2 33.4
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0 Vu ln er ab ili ty Ra te
EDI Provincial Vulnerability Trends Wave 2-7
Vulnerable on One or More Scales
Wave 7 Vulnerability on One Or More Scales of the EDI by School District
Neighbourhoods:
13% - 68%
Districts:
13% - 54%
0% 10% 20% 30% 40% 50%
Lowest Income Second Lowest Middle Income Second Highest Highest Income
EDI REPORTS: WAVE 7 COMMUNITY PROFILE
Wave 7
HELP’s CHILD DEVELOPMENT MONITORING SYSTEM
• Completed by parents/caregivers of
Kindergarten children in
September
• Completed online at school or home
• Takes 20 minutes to complete
CHEQ Basics:
DOMAINS & SUB DOMAINS OF THE CHEQ
Physical Health
& Well-Being Language & Cognition
Social & Emotional
Well-Being Early Learning & Care
Community & Context
General health Health care contact
Nutrition Sleep
Motor skills & experiences Early Learning experiences: Numeracy & Literacy Connection with peers Sharing and helping Talking about emotions Screen-time Experiences in non-parental care & preschool
Perceptions of neighbourhood
Mobility
CHEQ Project
Implemented in several BC school
districts since 2017
2020
• 7 school districts in BC in 2020
• 55% participation rate
• COVID-19 specific questions
2021
• 1 in 3 children have trouble going to sleep or staying asleep
• Over time, insufficient sleep impacts how a child feels,
behaves and interacts
Adequate night time sleep: 3-5 year olds = 10-13 hours 5-13 year olds = 9-11 hours
Sleep: Research
2 3 2 1 11.9% 10.3% 4.5% 17% 22% 11% 0% 5% 10% 15% 20% 25%Project Data 2019 vs. 2020
2019
2020
Project Data 2020
Resource
On the
we ask:
How often has this child been
around children other than
their siblings?
How often has the
parent/caregiver had the
chance to talk with their
children about their
How often this child was around children other than their siblings, in the last 6 months
2019 2020
85% 67%
Times per week this child took part in energetic physical activity while participating in organized activities over the last 6 months
2019 2020
Many, 30.5%
Some, 43.9% Few, 25.6%
Project Data 2020
Frequency of Experiences with Peers
CHEQ Project data 2019, “many” 43%
*
FINDINGS:
• Family talk about emotions at age 2
predicted greater emotional
understanding at age 6
• Higher frequency of conversations
related to higher peer acceptance and
teacher-rated competence in preschool
and Kindergarten
Dunn et al (1987); Dunn et al (1991); Laird et al (1994)
On the we ask
How often have you had the
chance to talk with your child
about:
Project Data 2019 vs. 2020
84% 67% 69% 86% 2019 2020The child’s emotions or feelings
Resource
Screen Time
Screen Time
• Includes passive viewing, interactive tablet use and games
• Can be done alone or with others
FINDINGS:
• Risks for being sedentary or overweight BUT can increase physical activity through gaming or apps
• Exposure to advertisements BUT can decrease this with access • Disrupts healthy sleep
• Encourage exploration, access to information
• Quality content can enhance social and language skills
• In the past 6 months, how much
time per day did your child use a TV,
tablet, computer or smartphone?
• Alone?
• With another child?
• With an adult?
• How much time spent on
educational content?
CHEQ & EDI Data 2019/2020
Findings:
Children with
more than 1 hour of daily screen time were more
Canadian 24-hour Movement Guidelines: Screen Time
• Infants = 0
• 1-4 year olds = max 1 hour
• 5-17 year olds = max 2 hours
Recommendations
Resource
Outdoor Play
Outdoor Play
• Opportunities for socialization with
peers, community and environment
• Reduces feelings of isolation
• Builds interpersonal skills
• Facilitates physical fitness and
healthy development
How often has this child
played outside in their
neighbourhood in the past
6 months:
Days per week the child played outdoors over the last 6 months
2019 2020
90% 88%
66%
Project Data 2020
A conversation
with Megan Zeni
Ten Tips for Teaching Outside the Classroom
Meganzeni.com @Roomtoplay (Twitter)
Environmental Educators Provincial Specialist Association
Resource
Participation in Community Activities: Research
FINDINGS:
• Participation in arts programs is related to improved
motor skills, language development, decision
making skills, and provide opportunities for making
friends, expressing emotions
• Participation in organized sports related to better
health, fewer emotional and behavioral problems,
better academic outcomes, fewer problems with
In which of the following
activities has your child
participated/used?
• Aboriginal Family Drop-in
• Art, Music and/or Drama programs • Cultural activities
• Faith-based program • Family Resource Centre
• Local Community/recreation centre • Local Neighbourhood House
• Park/playground • Public Library • Sports programs • StrongStart
• Story Time
What are the
barriers to
access?
Community activities or resources the child used, 3-Kindergarten:
A few times a month or more
Park/playground 97%
Public Library & Story Time 84%
Sports Programs 69%
Local Community/Recreation Centre 61%
Strong Start 33%
Art, Music or Drama 32%
Neighbourhood House, Family Resource Centre & Aboriginal Drop-In 26%
On the
we ask:
• About the type of childcare
arrangement prior to
Kindergarten (at various ages).
• Number of hours per week.
• About the satisfaction with the
most recent childcare
arrangement.
• About the types of barriers (if
any) for early learning and
Project Data 2020
Child care arrangements other than parental care, 3 years-Kindergarten
* School district range = 62-87%
*
Project Data 2020
Child Care Barriers
* Same as CHEQ Project Data 2019
Child Care Changes
• 2021 Federal government announced historic investments in National Child Care Plan, $10/day • BC moving toward universal child care
COVID-19 Pandemic
2 Time Periods
Moving CHEQ Data to Action
Schools & Early Years Partners
• Principals welcoming Kindergarten children and families • Sharing with PAC, early years partners
• Evidence-based decisions regarding school & community initiatives • Supporting children & families
Provincial Level:
• Ministry of Health
• B.C. Health Child Development Alliance
COVID-19 Pandemic & Children: Indirect Impacts
Three themes regarding the
disproportionate impact of the
pandemic on children:
1. Inequity
2. Disrupted access to childcare
and education
Pre-pandemic Child Poverty Rates by Race, Immigration and First Nations status
COVID-19 Pandemic:
Access to Education & Child Care
Access to school and child care are
key mechanisms to reduce inequities,
support the well-being of children, assist
COVID-19 Pandemic:
Impact on health care & support services
• Ripple effects of health services closures and service
changes such as
delays for assessments, therapies and
procedures.
• Children are waiting months and maybe years to access care,
which may affect their growth and development.
BC Representative for Children and Youth (Dec 2020):
COVID-19 Pandemic: Child & Youth Mental Health
BC Representative for Children and Youth (Nov 2020):
• Strongly predict significant increases in the number of children with anxiety, post-traumatic stress, depression and behavioural challenges.
BC Children’s Hospital (May 2021):
• 30 per cent increase in mental health presentations in the Emergency Department this February, compared to the same time last year for
symptoms including depression, anxiety, eating disorders and obsessive-compulsive disorder (OCD).
• Preliminary studies show there is three to four times more anxiety,
Parents with children under the age of 18 reported significantly worse
outcomes from the pandemic compared to those without children:
• 45% reported worse mental health (vs 36%)
• 29% reported increased alcohol consumption (vs 17%)
• 12% reported being worried about being safe from domestic violence (vs 8%)
UBC & Canadian Mental Health Association, January 2021
2000 Canadian pregnant women (Dec 2020):
Substantially elevated anxiety and depression symptoms compared to similar pre-pandemic pregnancy cohorts:
• 2020, 37% symptoms of depression & 57% symptoms of anxiety
• Pre-pandemic research: Range of 10-25% similar mental health symptoms
Supporting Children & Families
Messages to Parents:
• Play! Following the child’s lead, talking, laughing, singing and reading
• Encouraging family routines: Sleep, play, outside and screen time
• Expect heighten emotions from children (and adults) and seek help
when needed
Supporting Children & Families
Support for Families:
• Provide family support & parenting programs
• Keep focus on social connection
• Be alert to, provide info about, domestic violence
• Mental health literacy & skill building (resources, exercise habits,
mindfulness, social & emotional skills)
•
Understand deepening inequities in your community
Tracking Pandemic Impact
HELPHELP’s Child Development Monitoring System
EDI: Child development at Kindergarten
CHEQ: Children’s early experiences & environments
THANK YOU!
Kate Buium,
Early Years Lead,
