---
title: "Projected Impact of COVID-19 Preschool Losses on Later Reading and Math Achievement"
id: "pubmed-41983804"
canonical_url: "https://medichelpline.com/clinical-feed/pubmed-41983804"
content_type: "clinical_feed_article"
specialty: "Critical Care"
source_name: "PubMed / NCBI"
source_url: "https://pubmed.ncbi.nlm.nih.gov/41983804/"
doi: "10.1093/chidev/aacag067"
published_at: "2026-08-29T00:00:00.000Z"
evidence_level: "Journal Article"
license: "CC-BY-NC-4.0 / Informational Use"
---
# Projected Impact of COVID-19 Preschool Losses on Later Reading and Math Achievement
## Provenance & Clinical Metadata
- **Canonical URL:** https://medichelpline.com/clinical-feed/pubmed-41983804
- **Specialty:** [Critical Care](https://medichelpline.com/clinical-feed/critical-care.md)
- **Primary Source:** PubMed / NCBI
- **Source URL:** [Original Journal Publication](https://pubmed.ncbi.nlm.nih.gov/41983804/)
- **DOI:** [10.1093/chidev/aacag067](https://doi.org/10.1093%2Fchidev%2Faacag067)
- **Published At:** 2026-08-29T00:00:00.000Z
- **Evidence Rating:** Journal Article
## Executive GIST (TL;DR)
- Study used longitudinal data from a nationally representative cohort of Uruguayan children to examine whether early developmental losses linked to the COVID-19 pandemic predicted later academic performance. - Participants: 3,760 children enrolled in public preschools, assessed at ages 4 and 5 (2019–2020) and again in third grade (2023); mean age at third-grade assessment was 8.53 years (SD = 0.50). - Sample composition reported as 51.5% female and 48.5% male; 83.6% identified as White with the remainder identifying as other racial/ethnic groups. - Early assessments used the Inventario de Desarrollo Infantil (Child Development Inventory, INDI) to measure developmental domains including **cognitive and motor development** at preschool ages. - Later outcomes were measured with the national third-grade assessment in Uruguay for **mathematics** and **reading** performance. - The analysis simulated counterfactual trajectories — what children’s academic outcomes would have been if the pandemic had not affected early development — and compared them to observed outcomes. - Results indicated that losses in preschool **cognitive and motor development** associated with the pandemic predicted slightly lower third-grade mathematics and reading scores. - Effect sizes were small (reported as less than 0.10 standard deviations) but statistically significant according to the source. - The study found no evidence that socioeconomic achievement gaps widened as a result of these early developmental losses. - Authors emphasize that early learning experiences are foundational for later academic achievement and note the importance of protecting early education during future crises. - Conflict of interest disclosed: one author (Dr. Alejandro Vásquez-Echeverría) has a technical agreement related to the INDI assessment and holds intellectual property rights over the instrument. - Keywords highlighted by the study include **COVID-19**, long-term educational outcomes, and school readiness.
## Clinical Analysis & Structured Key Points
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Affiliations Expand ### Affiliations * 1 Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje (CICEA-EI), Universidad de la República (UdelaR), Montevideo, Uruguay. * 2 Instituto Nacional de Evaluación Educativa (INEEd), Área Técnica, Montevideo, Uruguay. * 3 Instituto de Psicología de la Salud, Facultad de Psicología, Universidad de la República (UdelaR), Montevideo, Uruguay. * 4 Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República (UdelaR), Montevideo, Uruguay. * PMID: **41983804** * DOI: [ 10.1093/chidev/aacag067 ](https://doi.org/10.1093/chidev/aacag067) Item in Clipboard # The lost foundations: Projected trajectories linking COVID-19-related school readiness losses to later academic achievement Meliza González et al. Child Dev. 2026. Show details Display options Display options Format Abstract PubMed PMID Child Dev Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child+Dev%22%5Bjour%5D&sort=date&sort_order=desc) * [ Search in NLM Catalog ](https://www.ncbi.nlm.nih.gov/nlmcatalog?term=%22Child+Dev%22%5BTitle+Abbreviation%5D) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) . 2026 Aug 29;97(5):1623-1637. doi: 10.1093/chidev/aacag067. ### Authors [Meliza González](https://pubmed.ncbi.nlm.nih.gov/?term=Gonz%C3%A1lez+M&cauthor_id=41983804)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-1 "Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje \(CICEA-EI\), Universidad de la República \(UdelaR\), Montevideo, Uruguay.")[ 2 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-2 "Instituto Nacional de Evaluación Educativa \(INEEd\), Área Técnica, Montevideo, Uruguay."), [Giuliana Tórtora](https://pubmed.ncbi.nlm.nih.gov/?term=T%C3%B3rtora+G&cauthor_id=41983804)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-1 "Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje \(CICEA-EI\), Universidad de la República \(UdelaR\), Montevideo, Uruguay.")[ 3 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-3 "Instituto de Psicología de la Salud, Facultad de Psicología, Universidad de la República \(UdelaR\), Montevideo, Uruguay."), [Alejandro Vásquez-Echeverría](https://pubmed.ncbi.nlm.nih.gov/?term=V%C3%A1squez-Echeverr%C3%ADa+A&cauthor_id=41983804)[ 1 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-1 "Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje \(CICEA-EI\), Universidad de la República \(UdelaR\), Montevideo, Uruguay.")[ 4 ](https://pubmed.ncbi.nlm.nih.gov/41983804/#short-view-affiliation-4 "Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República \(UdelaR\), Montevideo, Uruguay.") ### Affiliations * 1 Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje (CICEA-EI), Universidad de la República (UdelaR), Montevideo, Uruguay. * 2 Instituto Nacional de Evaluación Educativa (INEEd), Área Técnica, Montevideo, Uruguay. * 3 Instituto de Psicología de la Salud, Facultad de Psicología, Universidad de la República (UdelaR), Montevideo, Uruguay. * 4 Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República (UdelaR), Montevideo, Uruguay. * PMID: **41983804** * DOI: [ 10.1093/chidev/aacag067 ](https://doi.org/10.1093/chidev/aacag067) Item in Clipboard Full text links Cite Display options Display options Format Abstract PubMed PMID ## Abstract This study examined whether developmental losses due to the COVID-19 pandemic predicted later academic performance. Participants were 3,760 children enrolled in public preschools in Uruguay, assessed with the Child Development Inventory at ages 4 and 5 (2019-2020) and later with the national third-grade assessment (2023). The sample was 51.5% female, 48.5% male, 83.6% White, with the remainder identifying as other racial/ethnic groups, mean age 8.53 years (SD = 0.50). Simulating what would have occurred if the pandemic had not affected development, results suggested that children would have achieved higher mathematics and reading scores if their cognitive and motor development had not been affected. Effects were small (<0.10 SD) but statistically significant, with no evidence of widening socioeconomic gaps. **Keywords:** COVID-19; long-term educational outcomes; school readiness. ## Plain language summary This study examined how preschool disruptions caused by the COVID-19 pandemic affected children's development and how these early impacts translated into later learning outcomes. Using longitudinal data from a nationally representative cohort of Uruguayan children, the study projected how their developmental and academic trajectories might have unfolded if the pandemic had not occurred. The results indicated that losses in cognitive and motor development during early childhood due to the pandemic were associated with slightly lower third-grade performance in mathematics and reading. Pre-existing educational gaps by socioeconomic level did not widen. Although the effects were modest, the findings highlight both that early learning experiences are fundamental for later academic achievement and the importance of protecting early education during future crises. © The Author(s) 2026. Published by Oxford University Press on behalf of the Society for Research in Child Development. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com. [PubMed Disclaimer](https://pubmed.ncbi.nlm.nih.gov/disclaimer/) ## Conflict of interest statement Conflict of interest: Dr. Alejandro Vásquez-Echeverría is responsible for a technical agreement between the University of the Republic and the National Administration of Education (ANEP) to implement the Inventario de Desarrollo Infantil (INDI) assessment. He also holds intellectual property rights over the INDI. ## Similar articles * [ Associations between motor proficiency and academic performance in mathematics and reading in year 1 school children: a cross-sectional study. ](https://pubmed.ncbi.nlm.nih.gov/32059651/) Macdonald K, Milne N, Orr R, Pope R.Macdonald K, et al.BMC Pediatr. 2020 Feb 14;20(1):69. doi: 10.1186/s12887-020-1967-8.BMC Pediatr. 2020.PMID: 32059651Free PMC article. * [ Reading achievement among under-resourced K-2 students before, during, and after COVID-19 educational disruptions. ](https://pubmed.ncbi.nlm.nih.gov/42605168/) Palmer AR, Tan P, Aralis HJ, Edwards NC, Kataoka SH, Wood A, Hwang J, Ijadi-Maghsoodi R.Palmer AR, et al.Child Dev. 2026 Aug 29;97(5):1689-1703. doi: 10.1093/chidev/aacag146.Child Dev. 2026.PMID: 42605168 * [ Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement. ](https://pubmed.ncbi.nlm.nih.gov/39821076/) Carpendale EJ, Green MJ, White SLJ, Williams KE, Tzoumakis S, Watkeys OJ, Harris F, O'Hare K, Carr VJ, Laurens KR.Carpendale EJ, et al.Br J Educ Psychol. 2025 Jun;95(2):496-512. doi: 10.1111/bjep.12735. Epub 2025 Jan 17.Br J Educ Psychol. 2025.PMID: 39821076Free PMC article. * [ Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight. ](https://pubmed.ncbi.nlm.nih.gov/29499084/) Martin A, Booth JN, Laird Y, Sproule J, Reilly JJ, Saunders DH.Martin A, et al.Cochrane Database Syst Rev. 2018 Mar 2;3(3):CD009728. doi: 10.1002/14651858.CD009728.pub4.Cochrane Database Syst Rev. 2018.PMID: 29499084Free PMC article. * [ Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight. ](https://pubmed.ncbi.nlm.nih.gov/29376563/) Martin A, Booth JN, Laird Y, Sproule J, Reilly JJ, Saunders DH.Martin A, et al.Cochrane Database Syst Rev. 2018 Jan 29;1(1):CD009728. doi: 10.1002/14651858.CD009728.pub3.Cochrane Database Syst Rev. 2018.Update in: [Cochrane Database Syst Rev. 2018 Mar 02;3:CD009728. doi: 10.1002/14651858.CD009728.pub4.](https://pubmed.ncbi.nlm.nih.gov/29499084/)PMID: 29376563Free PMC article.Updated. [ See all similar articles ](https://pubmed.ncbi.nlm.nih.gov/?linkname=pubmed_pubmed&from_uid=41983804) ## MeSH terms * Academic Performance* / statistics & numerical data Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Academic+Performance%2Fstatistics+and+numerical+data%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Academic+Performance) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Academic Success* Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Academic+Success%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Academic+Success) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * COVID-19* / epidemiology Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22COVID-19%2Fepidemiology%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=COVID-19) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Child Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Child) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Child Development* / physiology Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child+Development%2Fphysiology%22%5BMAJR%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Child+Development) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Child, Preschool Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Child%2C+Preschool%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Child%2C+Preschool) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Female Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Female%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Female) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Humans Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Humans%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Humans) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Longitudinal Studies Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Longitudinal+Studies%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Longitudinal+Studies) * [ Add to Search ](https://pubmed.ncbi.nlm.nih.gov/41983804/) * Male Actions * [ Search in PubMed ](https://pubmed.ncbi.nlm.nih.gov/?term=%22Male%22%5BMeSH%5D&sort=date&sort_order=desc) * [ Search in MeSH ](https://www.ncbi.nlm.nih.gov/mesh?term=Male) *
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