Post-pandemic patterns: Understanding the lingering impact of COVID lockdowns on early childhood development

Recent commentary from BBC News highlights growing concern among UK clinicians and educators about the long-term developmental effects of COVID-19 lockdowns on young children. Speech and language delays, social withdrawal, and emotional regulation challenges have been widely reported.

Throughout 2020 and 2021, prolonged service closures, isolation measures and the disruption of daily routines fundamentally altered children’s access to consistent early learning, peer interaction and supportive adult relationships. In states like Victoria and New South Wales, where lockdowns were among the most sustained globally, many children experienced reduced opportunities to build communication skills, engage in group play, or access timely developmental support.

Reports from both the UK suggest:

• A rise in referrals for speech pathology and developmental screening
• Delays in social-emotional skills, including self-regulation, sharing and turn-taking
• Increased separation anxiety and difficulty transitioning into early learning environments
• Regression or stalling in previously emerging skills

While many children have rebounded well with the support of families and educators, others continue to face challenges that require targeted, trauma-informed responses.

Early childhood education and care (ECEC) providers play a critical role in supporting recovery from pandemic-related disruptions. This includes:

• Embedding early intervention practices within daily routines and pedagogy
• Strengthening referral pathways with allied health professionals
• Creating emotionally safe environments that support regulation and attachment
• Prioritising language-rich interactions, particularly for children with delayed speech
• Supporting families to understand developmental concerns and access help early

Some services have also adapted enrolment and orientation practices to better support children who have had limited exposure to group settings.

Continuity of educators, high relational consistency, and secure attachments are central to children’s recovery. For children who experienced disruptions to their sense of safety or belonging during lockdowns, predictable and responsive adult relationships are especially protective.

As the ripple effects of the pandemic continue to surface, there is growing recognition that COVID-affected cohorts may need different kinds of support for years to come. This includes:

• Ongoing funding for early intervention and inclusion support
• Professional learning focused on trauma-aware practice and developmental catch-up
• Policy reform that supports longer-term planning for vulnerable cohorts

The post-COVID impact on early childhood development is not uniform and not all delays are permanent. But timely, relational and developmentally informed responses from the ECEC sector will be critical in supporting all children to thrive.

As educators, leaders and policymakers continue to navigate this evolving space, it is essential to centre children’s lived experiences and recovery needs in every aspect of program, practice and policy. By doing so, the sector can not only mitigate pandemic impacts, but build stronger, more inclusive foundations for future generations.

This article was informed by a recent report from BBC News.