Parents describe positive impact of lockdown on two-year-olds

Academics at the University of Chichester have revealed that despite the challenges lockdown presented, parents consider it to have had a positive impact on some aspects of development for their two-year-old children, recognising the value of extra time spent together. 

In a study by education specialists Lianna Wilding, Lorna Earle and Debra Laxton, it was found that parents described the impact of the covid-induced lockdown as ‘a balance’ with 39% of parents perceiving the overall effect on their children to be positive, while 34% were neutral and 27% felt it was a negative experience. 

Lianna Wilding, senior lecturer in Primary Education, said: “Our research shows that when parents have the opportunity to slow down and connect with their two-year-olds, the benefits for children’s wellbeing and development are profound. As England continues to expand access to early education and childcare, we must put quality at the heart of policy, especially time for warm, responsive interactions between adults and children. We must also recognise the value of family time for young children’s development and ensure that parents have affordable, realistic opportunities to spend more time with their children.” 

 Despite social policy focusing on increasing the number of two-year-olds in formal childcare settings by widening access, the mixed methods research showed that the increased time for parent-child interactions available during lockdown had a positive impact on some aspects of personal, social and emotional development of the children. The paper, published in Early Childhood Education Journal, raises questions around the growing expectation that parents should return to the workforce as soon as possible. 

Many of the 827 parents who took part in the research said that their children’s sleeping and eating habits improved and that they were able to potty train successfully during this time. Speech development and the ability to spend more time outdoors in nature were also highlighted as positive outcomes.  

However, the authors acknowledge that for some families, lockdown was extremely challenging and 27% of participants felt the overall impact of lockdown was negative. Negative outcomes included lack of social skill development amongst peers, increased sibling rivalry and concerns about the children missing out on time with wider family such as grandparents. 

The paper suggests that quality in early education should be a focus and parental choice should be encouraged, including for those parents that wish to spend more time at home with their child rather than or alongside returning to employment.  

To read the full paper go to: https://link.springer.com/article/10.1007/s10643-025-01984-x.