Beyond the Shutdown: Tracking Language Growth in Early Head Start Children Before, During, and After COVID-19

February 2026

Understanding early language outcomes for low-income children in the wake of the COVID-19 pandemic is an important concern for researchers, policymakers, and educators. We examined language environments and language development among infants and toddlers in Early Head Start from pre-COVID, through the pandemic peak and beyond to 2025. Study children were aged 2-43 months (N = 2,763; 47% girls; 42% Hispanic of any race; 46% Black/African American, Non-Hispanic; 6% White, Non-Hispanic; 4% Multi/biracial, Non-Hispanic; 3% Other race or unspecified, Non-Hispanic). On average, measures of children’s classroom language environments improved post-pandemic, but children experienced declines in parent-reported language skills and growth lags in child vocalizations in the pandemic’s wake. We examine potential moderators and discuss implications for future research and practice.

Keywords

language environments, language development, child care, COVID-19, Early Head Start

Education level

Early childhood

Topics

Student Learning