Efectos del confinamiento por Covid-19 en el desempeño cognitivo de los niños en edad escolar.

Abstract

This research was conducted to analyze the effects of COVID-19 lockdown on the cognitive performance of school-aged children. The methodology consisted of a literature review with a qualitative approach and a descriptive scope. The search criteria were limited to publications between 2020 and 2024, and the search was conducted in scientifically recognized databases such as Scopus, PubMed, and Web of Science. The results showed that the scientific literature indicated that lockdown affected executive functions, such as inhibitory control, working memory, and planning. Furthermore, the shift to remote learning led to learning losses, difficulties with self-regulation, and problems with sustained attention. It is important to note that the impact was not solely related to lockdowns and online classes. Differences were found based on factors such as economic status; that is, children from vulnerable socioeconomic backgrounds were more affected by the digital divide, unlike those who had access to technology and showed improvements in performance. Among the conclusions, it was found that lockdowns did affect the cognitive development of school-aged children. Other areas, such as social development, were also affected due to reduced interactions and changes in routines, which are counterproductive to brain plasticity during this developmental stage.