Comparative analysis of the development of oral language as a cognitive process constitutive of learning in child cohorts exposed to COVID-19 lockdown

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Original abstract

This study analyzes oral language development as a constitutive cognitive process of learning in child cohorts exposed to COVID-19 confinement. A mixed-method, comparative, and correlational approach is proposed with a sample of 60 children distributed across three cohorts: pre-, during-, and post-pandemic. Exposure to the pandemic context is examined through questionnaires and interviews with parents and caregivers, while language development is assessed through PLON-R, systematic observation, and pedagogical records. The theoretical review and available contextual evidence suggest variations in morphosyntactic, semantic, and pragmatic performance associated with reduced social interaction, disrupted routines, and lower communicative stimulation. The study provides an analytical basis for understanding the relationship among confinement, language, and learning, and for supporting educational and psychopedagogical interventions in post-pandemic contexts.

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• Official / arXiv page

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