Nature vs Nurture

Incline with the Pandemic (Covid-19)

Socio-Emotional, Attachment, Cognitive, Self-esteem/Self-concept

Human development is one of the biggest factors influencing human behavior. Children's growth
and development encompasses not just physical changes from infancy until puberty but also changes in
emotions, personality, behavior, thinking, and communication as they learn to understand and interact with
the world around them. Developmental milestones include things like taking your first steps or smiling for
the first time. In the discussion of nature vs. nurturing, "nature" is defined as all the genetic and genetic
factors that contribute to a person's unique appearance, personality, and physiology. While “Nurturing” is
defined as many environmental variables that affect people, such as early childhood experience, family and
social relationships, culture, and community. However, our world today is greatly affected by the interchange
specifically with the season we have today.

COVID-19 is a novel emerging infectious disease that has spread across the globe, including Europe.
The pandemic has had a major breakout in Spain, in particular. All courses have been canceled, and the
government has declared a state of emergency, requiring the whole population to be locked down and
confined. Since March, all youngsters in the country have been confined to their homes and are not permitted
to leave. According to Harvard University, the global response to Coronavirus Disease 2019 (COVID-19) has
changed daily life in many ways for many people. Yet child development has not paused, and supporting
children, families, and care providers of all kinds is as important as ever. The results indicate that
governments must also consider children in their management of the current situation, putting a stronger
emphasis on social and inclusive policies to assist minimize the effects that the pandemic and lockdown will
have on them. In short, children's psychological, educational, social, health, and well-being needs must be
addressed. 

The social and emotional development of young children may have been hampered by a lack of
social connection. The study of Front. Psychol (12 August 2020) stated that children are frightened, nervous,
lonely, unhappy, bored, and angry on the one hand, but they also feel safe, peaceful, and joyful with their
family on the other. Furthermore, older children (ages 6 to 12) are concerned because they are aware that
COVID-19 is very contagious. When asked about coronavirus, these children voiced their anxiety, concern,
grief, anxiousness, and fright. They are, however, well aware of the problem, and the majority of them are
more concerned about infecting their grandparents than about becoming sick themselves. However, several of
them have stated that if someone close to them became infected, they would feel guilty. This guilt emotion
should be taken into account, as it has been found in China that these feelings are inextricably linked to post-
traumatic traumatic stress (Vidal, 2020). The children's counter-emotions are very remarkable. They also feel
bored, furious, overwhelmed, weary, and even lonely as a consequence of the fact to leave the house. Given
the importance of relationships throughout this era of development, different strategies for children to cope
with feelings of loneliness must be developed until they have the opportunity to reconnect with friends and
classmates.

It is stated from BMJ (2020) that during the COVID-19 lockdown, such behaviors were observed in
young children (ages 3-6 years). This may perceived threats or hazards, including a disease outbreak,
quarantine, or lockdown, might trigger the child's own intrinsic attachment reaction, resulting in behaviors
like greater attachment to parents and irritability. Where we originally know that attachment system can be
activated by external threats or environmental dangers. In short, during the COVID-19 outbreak, a successful
response to the problem of child abuse and neglect necessitates a diverse approach. This would necessarily
require defining vulnerable families and providing material and psychological assistance; sustaining social
bonds and contacts in communities without jeopardizing infection control; distributing accurate information
and reduce paranoia and panic on a broader social level; and, finally, effectively communicating with
children who may have an inaccurate understanding of the sudden changes taking place around them.

On the other hand, the study of Sean Cl Deoni et al., found that compared to children born before the
epidemic, the children born during the pandemic have considerably lower verbal, motor, and total cognitive
performance. The study also discover that boys and children from lower-income homes have been
disproportionately affected. Since the first reports of new coronavirus in the year 2020, public health
organizations have called for preventative strategies to limit the virus, such as stay-at-home orders that shut
down businesses, daycares, schools, playgrounds, and curtailed child learning and normal activities. It is also
stated by Dr. Michelle Aguilar that Children are not getting the cognitive and social stimulation that they
would normally get outside their home. Nevertheless, a delay in social skills may not be the only effect of the
epidemic on youngsters. Children endure higher rates of housing and food insecurity as a result of their
parents' financial difficulties. Others face increased rates of neglect and household dysfunction. Parents have
been stressed by the fear of infection and the possibility of losing their jobs, while parents who could work
from home encountered difficulty in working and providing full-time, attentive childcare. Predictably, there
has been worry about the influence of these elements, as well as missed educational opportunities and limited
engagement, stimulation, and creative play with other children, on child neurodevelopment .All of which can
also have an impact on a child's development into adulthood.

These studies means that pandemic of COVID-19 has also destroyed the foundation of children's
lives. Eddie Brummelman stated that many children are deprived of the everyday experiences that normally
establish their self-esteem – their sense of importance as a person — due to quarantine, school closures, and
social isolation. Self-esteem is an important component of a child's mental health. Children with higher self-
esteem have happier lives, enjoy better relationships, and have fewer anxiety and depression symptoms.
Parents can continue to foster their children's connections by making them warmer and more supportive.
Parents that have warm, supportive connections with their children enjoy joy with them, show affection for
them, and show interest in their hobbies. Parents can achieve this by spending time with their children and
letting them know they appreciate their presence, by inquiring about their interests and everyday activities
with curiosity, and by talking to children about their worries and anxieties about the current pandemic in age-
appropriate ways. With this, even little steps toward self-improvement should be acknowledged. When
children recognize that they are improving, they are proud of themselves and actively seek out more
opportunities to practice their talents.

Most of us are born with natural tendencies and abilities related to relationships. Some of our
colleagues are typical extraverts. Others with whom we interact in our environment are social, but reserved.
Many of the people we talk to on a regular basis on Zoom are upbeat, while others are filled with pessimism.
The changes brought on by the COVID-19 pandemic are having a major and severe impact on baby and child
development. In the short term, and as psychological and intellectual pathways evolve over time, the
pandemic's reach will most certainly continue. Considering the significance of relationships all through the
stage of development, different strategies for children to cope with feelings of loneliness must be developed
until they have the opportunity to interact with friends and classmates. Supporting socialization approaches
from within schools, for example, would be helpful. In other words, educational institutions are considerably
more than venues where academic skills are developed in "real world"; in fact, the school setting is the area
par excellence for children's socialization. Also, children's self-esteem is built on two pillars, according to
psychological theories: acceptance and competence. When children feel loved and appreciated by significant
individuals (acceptance), and when they acquire new abilities to attain their goals, they feel good about
themselves. We've seen how parents may assist in the development of this foundation by making their
children feel loved and encouraging their curiosity and joy in learning. Given the concerns and fears that
surround a global pandemic, a strong foundation can assist children in building a foundation for a brighter
future.

Sources :

 (A Guide to COVID-19 and Early Childhood Development - Center on the Developing Child at
Harvard University, 2022)
 Center on the Developing Child at Harvard University. 2022. A Guide to COVID-19 and Early
Childhood Development - Center on the Developing Child at Harvard University. [online] Available
at: <https://developingchild.harvard.edu/guide/a-guide-to-covid-19-and-early-childhood-
development/> [Accessed 26 March 2022].
 Idoiaga, N., Berasategi, N., Eiguren, A., & Picaza, M. (1AD, January 1). Exploring children's social
and emotional representations of the COVID-19 pandemic. Frontiers. Retrieved March 26, 2022,
from https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01952/full
 Rajkumar, R. P. (2022, March 25). Re: Risks to children and young people during covid-19
pandemic. The BMJ. Retrieved March 26, 2022, from
https://www.bmj.com/content/369/bmj.m1669/rr-1

 The impact of COVID-19 on student equity and inclusion - OECD. (n.d.). Retrieved March 26, 2022,
from https://www.oecd.org/education/strength-through-diversity/OECD%20COVID-19%20Brief
%20Vulnerable%20Students.pdf
 Deoni SC;Beauchemin J;Volpe A;Dâ Sa V; ; (n.d.). Impact of the COVID-19 pandemic on early
child cognitive development: Initial findings in a longitudinal observational study of Child Health.
medRxiv : the preprint server for health sciences. Retrieved March 26, 2022, from
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%20born,families%20have%20been%20most%20affected.
 Rafanelli, A. (2021, July 22). Growing up in a pandemic: How covid is affecting children's
development. Direct Relief. Retrieved March 26, 2022, from
https://www.directrelief.org/2021/01/growing-up-in-the-midst-of-a-pandemic-how-covid-is-
affecting-childrens-development/
 Morelli, M., Cattelino, E., Baiocco, R., Trumello, C., Babore, A., Candelori, C., & Chirumbolo, A.
(2020, October 6). Parents and children during the covid-19 lockdown: The influence of parenting
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