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Journal of Modern Foreign Psychology
2025. Vol. 14, no. 4, 46–55
doi:10.17759/jmfp.2025140405
ISSN: 2304-4977 (online)

Impact of the COVID-19 pandemic on the preschoolers mental development and education: Foreign experience of research

 
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Abstract

Context and relevance. The impact of the COVID-19 pandemic on preschool children poses risks for developmental disabilities and difficulties, necessitating careful and comprehensive study. Objective. To identify the specific impact of the pandemic on the mental development and learning of preschoolers based on data from recent research conducted in international psychology. Methods and materials. Search and systematic review of scientific publications by foreign authors published in 2023-2025. Results. An analysis of 42 selected publications showed that the pandemic impacted all areas of preschool-age children's development, with the nature and degree of impact varying. The greatest negative impact was observed in the areas of social and speech development. The characteristics of parent-child relationships during the pandemic determined whether its impact was amplified or mitigated. Parental stress was a risk factor, and frequent positive interactions between preschoolers and parents contributed to the stability of children's psychological well-being and development. Quarantine measures have significantly changed the educational environment for preschoolers. The closure of preschools and the transition to online learning were associated with the risk of lost learning opportunities, primarily in the areas of psychomotor, social, personal, and speech development. The importance of constructive interaction between families and teachers in addressing educational challenges is highlighted. The results also showed that traditional play retained its value for children during the pandemic and served as an important resource for understanding changes, adapting to them, creative self-expression, and experiencing positive emotions. Regarding digital play, the need for more attentive adult attention and prevention of addiction in preschoolers was identified. Conclusions. Continued research on the mental development of children exposed to the pandemic in preschool will enable the timely identification of at-risk groups and the provision of appropriate psychological and educational support.

 
 

General Information

Keywords: COVID-19 pandemic, mental development, preschoolers, parent-child relationships, education, play

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2025140405

Funding. The study was carried out within the framework of the state task of FSC PMR “Resource-prognostic determination of personal and professional development of students and teachers as subjects of lifelong education: psychological foundations, technologies, efficiency factors” (FNRE-2024-0017).

Received 18.09.2025

Revised 18.09.2025

Accepted

Published

For citation: Belova, E.S., Shumakova, N.B. (2025). Impact of the COVID-19 pandemic on the preschoolers mental development and education: Foreign experience of research. Journal of Modern Foreign Psychology, 14(4), 46–55. (In Russ.). https://doi.org/10.17759/jmfp.2025140405

© Belova E.S., Shumakova N.B., 2025

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Information About the Authors

Elena S. Belova, Candidate of Science (Psychology), Leading Researcher, Laboratory of Giftedness Psychology, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-6956-8214, e-mail: elenasbelova@mail.ru

Natalia B. Shumakova, Doctor of Psychology, Professor, Senior Researcher, Psychology of Giftedness Department, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2843-6055, e-mail: n_shumakova@mail.ru

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