The impact of COVID-19 on neuropsychiatric aspects of 1st year children of elementary school: a comparative study between 2012 and 2024
DOI:
https://doi.org/10.14571/brajets.v18.n2.589-602Keywords:
Child Development, Neuropsychiatric Impacts, Learning, Social Distancing, COVID-19Abstract
The COVID-19 pandemic affected the life and routine of the entire population, especially children. The main mitigating measure, social distancing, generated negative impacts in several areas related to mental health, cognitive-motor aspects and the learning of the child population. This study aims to evaluate the neuropsychiatric differences between children who entered the 1st year of Elementary School in 2024 compared to children in the 1st year of Elementary School in 2012, considering the possible impacts caused by the COVID-19 pandemic. A quantitative study was carried out with nine children aged between 6 and 7 years, students in the 1st year of Elementary School, in the year 2024, from a municipal school located in the city of Ribeirão Pires. The children were evaluated through neuropsychological, cognitive and motor tests and assessments. The data obtained were compared with those collected in a study carried out in 2012 (Amman, 2013). Children assessed in 2024 performed lower on the Columbia Mental Maturity and Numberwriting tests. The 2024 group achieved superior performance in the Word Writing and Psychomotor tests. From the group matching (2012/2024) based on performance in the Columbia Mental Maturity test, it was observed that older children had similar performance to younger ones. Significant correlations were observed between the Numbers Writing test and Columbia Mental Maturity test, and between the Words Writing test and the Psychomotor/Fine Psychomotor test. The impacts observed included cognitive-mental development and the learning of numerical skills. It is understood that measures are necessary to mitigate the impacts generated on child development resulting from this period.
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