Consequências no desenvolvimento infantil derivadas da pandemia de COVID-19: revisão integrativa da literatura
DOI:
https://doi.org/10.5294/aqui.2023.23.3.2Palavras-chave:
Desenvolvimento infantil, COVID-19, enfermagem pediátrica, cuidadores, meio ambiente, famíliaResumo
Introdução: a pandemia de COVID-19 diminuiu as possibilidades de criar espaços estimulantes para o desenvolvimento das crianças, uma vez que todos os sistemas com os quais uma criança em desenvolvimento interage foram afetados. Objetivo: identificar a evidência científica sobre os efeitos no desenvolvimento infantil das crianças com menos de 5 anos que viveram com os pais durante as medidas de distanciamento social adoptadas devido à pandemia de COVID-19. Método: revisão integrativa orientada pelo quadro proposto por Whittemore e Knafl, e The PRISMA Statement, para consultar as seguintes bases de dados: Medline, ScienceDirect, Scopus e SciELO, com uma pesquisa efetuada em inglês, utilizando os descritores: “child development”, “growth and development”, “parenting”, “teleworking”, “infant care”, “home nursing”, “social isolation”, “coronavirus infections”, “COVID-19”. Critérios de elegibilidade: estudos quantitativos ou qualitativos que abordem os efeitos diretos da pandemia em crianças com menos de 5 anos de idade; e critérios de exclusão: artigos com uma população de crianças com distúrbios de desenvolvimento diagnosticados ou deficiência. Resultados: foram incluídos 17 artigos, cujos resultados se enquadram nas categorias: exposição a estímulos de risco, privação de estímulos e exposição a estímulos protetores. Verificou-se que o stress parental, a ausência de brincadeiras e a menor exposição a interações de apoio ao desenvolvimento estavam associados a alterações no processamento cognitivo, emocional e de aprendizagem, e tinham um impacto negativo no desenvolvimento motor e da linguagem. Conclusão: os dados sugerem que o distanciamento social pode ser a principal causa de atrasos no desenvolvimento da criança nas áreas motora, linguística, cognitiva e socioemocional.
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