Early Childhood Educators’ Perceptions of Changes in Student Executive Function Skills and Challenging Behaviors Post-COVID-19

Authors

• Sofia Cicero, Pace University
• Raquel Plotka, Pace University

DOI

https://www.doi.org/10.14305/jn.19440413.2026.18.2.04

Abstract

The COVID-19 pandemic greatly impacted children’s lives in a multitude of ways, including their educational and social lives. Many children had to switch to online learning platforms or follow social distancing rules. There is a lack of research exploring the lasting impact that the isolation period has left on young children, specifically those in early childhood (3-7 years old). The purpose of this study was to explore whether teachers witnessed changes in student executive function skills and challenging behaviors after the pandemic. In addition, play-based learning has been shown to improve executive function and behavioral outcomes. This study also attempted to assess whether there was an increase in the implementation of a play-based teaching strategy following changes in executive function and behavioral challenges experienced by teachers post-COVID-19. 57 early childhood educators working in diverse early childhood settings completed a survey. The study's results found that teachers observed lags in executive function skills, as well as an increase in behavioral issues in the classroom. Overall, issues in these two areas were reported more frequently than they were before COVID-19. Some of the changes have resulted in higher usage of play-based learning. These results have implications for practice and future research.

Recommended Citation

Cicero, S., & Plotka, R. (2026). Early Childhood Educators’ Perceptions of Changes in Student Executive Function Skills and Challenging Behaviors Post-COVID-19. Excelsior: Leadership in Teaching and Learning, 18(2). https://www.doi.org/10.14305/jn.19440413.2026.18.2.04 CCBY.