Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development. (February 2021)

• Record Type: Journal Article
• Authors: Cameron, Lindsey; Tenenbaum, Harriet R.
• Other Names: Krings Victoria C. guest-editor.; Steeden Ben guest-editor.; Abrams Dominic guest-editor.; Hogg Michael A. guest-editor.
• Is Part Of: Group processes and intergroup relations. Volume 24:Number 2(2021)
• Page Start: 231
• Page End: 236
• Publication Date: 2021-02
• Subjects: childhood -- COVID-19 -- intergroup -- peer interactions; Intergroup relations -- Periodicals; Social groups -- Periodicals; 302.305
• DOI: 10.1177/1368430220984236
• Languages: English
• ISSNs: 1368-4302

Abstract

Since the COVID-19 pandemic and the resulting social restrictions, children's peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children's cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.