@EdWorkingPaper{ai26-1410,
title = "Beyond the Shutdown: Tracking Language Growth in Early Head Start Children Before, During, and After COVID-19",
author = "Monica G. Lee, Kathleen Lynch, Susanna Loeb",
institution = "Annenberg Institute at Brown University",
number = "1410",
year = "2026",
month = "February",
URL = "http://www.edworkingpapers.com/ai26-1410",
abstract = {Understanding early language outcomes for low-income children in the wake of the COVID-19 pandemic is an important concern for researchers, policymakers, and educators. We examined language environments and language development among infants and toddlers in Early Head Start from pre-COVID, through the pandemic peak and beyond to 2025. Study children were aged 2-43 months (N = 2,763; 47% girls; 42% Hispanic of any race; 46% Black/African American, Non-Hispanic; 6% White, Non-Hispanic; 4% Multi/biracial, Non-Hispanic; 3% Other race or unspecified, Non-Hispanic). On average, measures of children’s classroom language environments improved post-pandemic, but children experienced declines in parent-reported language skills and growth lags in child vocalizations in the pandemic’s wake. We examine potential moderators and discuss implications for future research and practice.},
}