Supporting Early Childhood During the COVID-19 Pandemic Between Crisis and Care: Emotional and Educational Challenges for Immigrant Mothers and ECEC Services in Italy

The socio-emotional impact and educational inequalities caused by the COVID-19 pandemic in vulnerable children, particularly those from disadvantaged immigrant families, require further investigation, especially in preschool-aged children. This study, based on a sample of 110 foreign-born mothers living in a northern Italian region who completed an online questionnaire, explores emotional and behavioral problems in children and parenting quality across three time points: before, during, and after the COVID-19 lockdown. It also examines mothers’ perceptions of their remote relationship with early childhood education centers during the lockdown. Findings show that children’s behavioral problems increased after the onset of the pandemic, particularly in contexts characterized by negative family climates and dysfunctional parenting. The study highlights the protective role of early childhood education services in supporting parental practices and offering children a sense of normalcy during a time of crisis. These findings offer valuable insights to guide professionals in designing parenting support initiatives that take into account the long-term psychological and educational impact of the pandemic on preschool children and immigrant families.