Shapiro Anna, Bassok Daphna
University of Virginia.
AERA Open. 2022 Nov 3;8:23328584221134525. doi: 10.1177/23328584221134525. eCollection 2022 Jan-Dec.
Early care and education (ECE) experiences shape children's developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilities have faced considerable challenges finding care for their children, which have increased during the COVID-19 pandemic. Using survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021, we find that caregivers of children with disabilities were less likely to find ECE programs that met their needs, more likely to experience high levels of stress, and more likely to be concerned about their children's development than were caregivers of children without disabilities. Concerns about child development were particularly pronounced among caregivers of children with disabilities in remote instructional settings. Our findings suggest a disproportionate impact of ECE disruption on caregivers of children with disabilities and the need for targeted supports for these caregivers moving forward.
早期护理和教育（ECE）经历塑造着儿童的发展轨迹，对于那些有残疾或可能有残疾的儿童来说尤其如此。然而，残疾儿童的照料者在为孩子寻找照料方面面临着巨大挑战，在新冠疫情期间这些挑战有所增加。利用2020年12月和2021年1月收集的弗吉尼亚州近3000名学龄前儿童照料者的调查数据，我们发现，与无残疾儿童的照料者相比，残疾儿童的照料者找到满足其需求的早期护理和教育项目的可能性更小，经历高度压力的可能性更大，并且更担心孩子的发展。在远程教学环境中，残疾儿童的照料者对儿童发展的担忧尤为明显。我们的研究结果表明，早期护理和教育中断对残疾儿童照料者产生了不成比例的影响，并且未来需要为这些照料者提供有针对性的支持。
