Pandemic Disruptions and Their Consequences: A Comparative Analysis of Physical and Cognitive Development in Preschool Children (Preprint)

Abstract

BACKGROUND The COVID-19 pandemic significantly disrupted the daily routines of preschool children, potentially impacting their fundamental movement skills (FMS), physical activity (PA), physical fitness (PF), and executive function (EF). OBJECTIVE This study aimed to compare FMS, PA, PF, and EF in preschool children during the COVID-19 pandemic with those after its peak. It also investigated the associations between these components to inform potential interventions for cognitive and physical development. METHODS The study involved two cohorts of preschool children aged 5 to 6 years from four kindergartens in Zhuhai, China. Data were collected in two phases: the pandemic cohort during September to November 2021 and the post-pandemic cohort from September to November 2023. Participants' demographic data, anthropometric measurements, and performance in FMS, PA, PF, and EF were assessed. FMS was evaluated using the Test of Gross Motor Development, PA was monitored with accelerometers, and EF was measured through computerized tasks assessing cognitive flexibility, inhibitory control, and working memory. Statistical analyses included independent sample t-tests and generalized linear mixed models. RESULTS A total of 174 children participated in the pandemic cohort, and 189 in the post-pandemic cohort. Post-pandemic participants demonstrated significantly better performance in locomotor skills (p < 0.001), balance (p < 0.001), cardiorespiratory fitness (p = 0.002), flexibility (p < 0.001), muscular strength (p < 0.001), muscular endurance (p = 0.019), speed-agility (p < 0.001), inhibitory control (p < 0.001), and working memory (p = 0.004) compared to their pandemic peers. Conversely, pandemic participants exhibited higher scores in ball skills (p < 0.001) and spent more time in moderate-to-vigorous physical activity (MVPA) (p = 0.002). Notably, associations between FMS, PA, PF, and EF varied between cohorts, with PF positively correlating with EF components post-pandemic. CONCLUSIONS The findings highlight significant differences in FMS, PA, PF, and EF between preschool children during and after the COVID-19 pandemic. The post-pandemic cohort showed improvements in various physical and cognitive skills, suggesting that interventions to restore and enhance these abilities are necessary. Furthermore, the study emphasizes the need for integrated approaches to support holistic development in preschool children, particularly in the wake of significant disruptions such as the pandemic.