Narrowing the development gap in early years post-pandemic

The COVID-19 pandemic had a profound impact on children’s development, disrupting early learning, social interaction and family life with lockdowns and restrictions on movement and socialising. While many children in today’s nurseries were only babies or toddlers during lockdowns, the effects are still being felt across early years settings. Practitioners are now working with a generation shaped by reduced social contact, increased screen time and, in some cases, heightened levels of stress within the home. 

In the immediate aftermath of the pandemic, concerns were raised about delays in the development of communication, social skills and emotional regulation. Research from the Education Endowment Foundation in May 2022 found that fewer children reached expected levels of development in key areas such as literacy and mathematics, with particular concerns around personal, social and emotional development (PSED) as well as communication and language.  

More recent data suggests that while there has been some recovery, gaps still remain. Government statistics show that 81.4% of children aged two to two-and-a-half are now meeting expected developmental levels across key areas, a slight improvement on previous years. Similarly, Early Years Foundation Stage Profile data for 2024–25 indicates small but gradual increases in the number of children reaching expected levels, suggesting that progress is being made as the sector continues to recover.  

However, this recovery is not consistent for all children. The pandemic widened existing inequalities, particularly for disadvantaged children. Recent figures show that only around 52% of children eligible for free school meals achieve a good level of development at age five, compared with 72% of their peers. This highlights an ongoing development gap that early years practitioners are now working hard to address. 

What has changed since the pandemic? 

Although many children were very young during lockdowns, the impact of that period is still visible in early years settings today. Practitioners commonly report differences in three key areas: 

• Communication and language 
• Personal, social and emotional development (PSED) 
• Confidence and independence
   

The role of early years settings in narrowing the gap 

Early years practitioners are uniquely placed to address developmental gaps through high-quality interactions, targeted support and a nurturing environment. The focus is not on ‘catching up’ in a narrow academic sense, but on supporting the whole child through a more holistic approach which focuses on the basic concepts that support children’s overall development. 

Strong relationships remain at the heart of this work. Children who feel safe, secure and valued are more able to engage in learning and develop the confidence they need to progress. Practitioners can support this by prioritising attachment-awareness, consistency and responsive personal interactions. 

Language development is another key area. High-quality adult-child interactions, including modelling language, extending vocabulary and engaging in sustained shared thinking, can make a significant difference. Simple strategies such as narrating play, asking open-ended questions and encouraging conversation throughout the day are highly effective. 

Play-based learning also continues to be essential. Through play, children develop social skills, problem-solving abilities and emotional understanding. Opportunities for imaginative play, role play and collaborative activities can help children practise communication and build relationships. 

Practical strategies to support development 

There are many practical ways settings can support children in narrowing the development gap: 

1. Focus on communication-rich environments
   Create environments that encourage communication and talking with real people. This might include small group activities, storytimes, singing and opportunities for back-and-forth conversation. Visual prompts, props and real-life experiences can help children connect language to meaning.
2. Prioritise PSED
   Build emotional literacy through daily routines. Use stories, emotion cards and discussions to help children recognise and name feelings. Support children in developing strategies for managing their emotions, such as breathing techniques or quiet spaces.
   
3. Strengthen routines and consistency
   Predictable routines help children feel safe and secure. This is particularly important for children who may have experienced or be experiencing significant disruption during their early years.
4. Support independence
   Encourage children to take small risks and develop independence through everyday tasks such as dressing, tidying up and making choices. This builds confidence and resilience.
5. Use assessment to inform practice
   Ongoing observation and assessment allow practitioners to identify gaps and tailor support, particularly for disadvantaged children. This does not need to be formal or burdensome, but they should inform planning and interactions.
6. Engage parents and carers
   Strong partnerships with families are an essential part of early years. Sharing strategies for supporting language, play and emotional development at home can help create consistency and reinforce learning.
7. Limit screen time
   Recent UK guidance updated recommendations on screen time: Children aged 2–5 should have no more than one hour of screen time per day, with less being preferable, while screen use for under-twos is discouraged except for activities such as video calls. Quality matters as much as quantity, and shared, interactive use with adults rather than passive viewing is recommended. Excessive screen time, particularly when it replaces play and interaction, can impact language development, sleep and social skills.
8. Provide targeted support where needed
   Some children, particularly those with SEND or from disadvantaged backgrounds, may require additional support. Early identification and intervention are key to preventing gaps from widening further. 

Supporting disadvantaged children 

Children from disadvantaged backgrounds often experienced the greatest disruption during and after the pandemic. Limited access to resources, reduced opportunities for interaction and increased family stress all contributed to this. To address this, settings may need to take a more targeted approach which could include additional language support, small group interventions or closer partnership working with families and external professionals. The Early Years Pupil Premium can be used strategically to support those most in need. 

Other interventions 

After the pandemic, the UK government introduced the Early Years Experts and Mentors programme offering coaching and mentoring to support practitioners, leaders and whole settings. Early evaluation (2025) suggests this has had a positive impact on practitioner confidence and practice, particularly in areas such as communication and personal, social and emotional development. However, evidence of direct impact on children’s outcomes is still limited, with factors such as time, engagement and consistent implementation affecting results. 

Looking ahead 

While the pandemic is over, its effects will continue to be felt for some time. The children currently in early years settings may not remember lockdowns, but their early experiences have shaped their development in subtle and complex ways. With the right support, it does not have to define their future. 

References and further reading 

• The impact of the COVID-19 pandemic on children’s… | EEF 
• Child development outcomes, 2024 to 2025 statistical commentary - GOV.UK 
• Release home - Early years foundation stage profile results - Explore education statistics - GOV.UK 
• Level of development at age 5 - Social Mobility Commission State of the Nation - GOV.UK 
• Children’s development set back years by Covid lockdowns, study reveals | UEA 
• https://www.twinkl.co.uk/news/dfe-publishes-early-years-experts-and-mentors-programme-impact  

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