{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,29]],"date-time":"2026-08-29T10:18:32Z","timestamp":1787998712679,"version":"build-2784847793"},"reference-count":84,"publisher":"Oxford University Press (OUP)","issue":"5","license":[{"start":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T00:00:00Z","timestamp":1771977600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,8,29]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>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\u201343 months (N = 2,763; 47% girls; 42% Hispanic of any race; 46% Black or African American, non-Hispanic; 6% White, non-Hispanic; 4% multiracial or biracial, non-Hispanic; 3% other race or unspecified, non-Hispanic). On average, measures of children's classroom language environments improved postpandemic, 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.<\/jats:p>","DOI":"10.1093\/chidev\/aacaf036","type":"journal-article","created":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T14:11:58Z","timestamp":1772028718000},"page":"1671-1688","source":"Crossref","is-referenced-by-count":1,"title":["Beyond the shutdown: Tracking language growth in Early Head Start children before, during, and after COVID-19"],"prefix":"10.1093","volume":"97","author":[{"given":"Monica","family":"Lee","sequence":"first","affiliation":[{"name":"Graduate School of Education, Stanford University , Stanford, CA ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathleen","family":"Lynch","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology, Neag School of Education, University of Connecticut , Storrs, CT ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susanna","family":"Loeb","sequence":"additional","affiliation":[{"name":"Graduate School of Education, Stanford University , Stanford, CA ,","place":["United States"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2026,2,25]]},"reference":[{"key":"2026082905373241300_aacaf036-B1","author":"Administration for Children and Families, Office of Planning, Research, and Evaluation","year":"2002"},{"key":"2026082905373241300_aacaf036-B2","doi-asserted-by":"publisher","first-page":"340","DOI":"10.1055\/s-0032-1326918","article-title":"Using Language ENvironment Analysis to improve outcomes for children who are deaf or hard of hearing","volume":"33","author":"Aragon","year":"2012","journal-title":"Seminars in Speech and Language"},{"key":"2026082905373241300_aacaf036-B3","volume-title":"Racial gaps in early childhood: Socio-emotional health, developmental, and educational outcomes among African-American boys","author":"Aratani","year":"2011"},{"key":"2026082905373241300_aacaf036-B4","author":"Baez","year":"2010"},{"key":"2026082905373241300_aacaf036-B5","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1016\/j.ecresq.2015.09.003","article-title":"Household chaos and children\u2019s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?","volume":"34","author":"Berry","year":"2016","journal-title":"Early Childhood Research Quarterly"},{"key":"2026082905373241300_aacaf036-B6","doi-asserted-by":"publisher","first-page":"1461","DOI":"10.1017\/S0142716416000060","article-title":"Early productive vocabulary predicts academic achievement 10 years later","volume":"37","author":"Bleses","year":"2016","journal-title":"Applied Psycholinguistics"},{"key":"2026082905373241300_aacaf036-B7","doi-asserted-by":"crossref","DOI":"10.4159\/9780674028845","volume-title":"The ecology of human development: Experiments by nature and design","author":"Bronfenbrenner","year":"1979"},{"key":"2026082905373241300_aacaf036-B8","doi-asserted-by":"publisher","first-page":"110","DOI":"10.1136\/adc.2008.141572","article-title":"Parent based language intervention for 2-year-old children with specific expressive language delay: A randomised controlled trial","volume":"94","author":"Buschmann","year":"2009","journal-title":"Archives of Disease in Childhood"},{"key":"2026082905373241300_aacaf036-B9","doi-asserted-by":"publisher","first-page":"124","DOI":"10.1016\/j.ecresq.2018.06.003","article-title":"Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start","volume":"52","author":"Bustamante","year":"2020","journal-title":"Early Childhood Research Quarterly"},{"key":"2026082905373241300_aacaf036-B10","doi-asserted-by":"publisher","first-page":"80","DOI":"10.1016\/j.ecresq.2014.09.004","article-title":"Teacher\u2013child conversations in preschool classrooms: Contributions to children's vocabulary development","volume":"30","author":"Cabell","year":"2015","journal-title":"Early Childhood Research Quarterly"},{"key":"2026082905373241300_aacaf036-B11","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1037\/0003-066X.60.2.149","article-title":"The rhetoric and reality of gap closing: When the \u201chave-nots\u201d gain but the \u201chaves\u201d gain even more","volume":"60","author":"Ceci","year":"2005","journal-title":"The American Psychologist"},{"key":"2026082905373241300_aacaf036-B12","doi-asserted-by":"publisher","first-page":"337","DOI":"10.1037\/spq0000255","article-title":"Does oral language underpin the development of later behavior problems? 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