Researchers at the University of East Anglia said the children could be feeling the effects of the interruption in their development triggered by lockdowns for years.

The study found the greatest impact was among pupils in reception when the first lockdowns began - a crucial stage when youngsters normally learn to socialise, follow routines and navigate the busy world of the classroom.

These children showed less growth in their self-regulatory and cognitive flexibility scores over time, compared to a second group of children in preschool when the pandemic started.

UEA scientists were already running a long-term study tracking youngsters from toddlerhood to early school years when Covid hit.

They followed the Norwich children - 71 girls and 68 boys - aged between two-and-a-half and six-and-a-half years old over several years, including 94 families who joined the study before Covid struck.

This gave them a baseline of children’s abilities pre-pandemic, which allowed them to track how development changed during and after lockdowns.

Using a standardised assessment called the Minnesota Executive Function Scale, they measured the same cognitive skills at regular intervals, which showed reception pupils had fallen behind and were struggling to catch up.

Lead researcher Prof John Spencer, from UEA’s School of Psychology, said: “Children in reception when the country shut down showed much slower growth in key self-regulation and cognitive flexibility skills over the next few years than children still in preschool.

“These children found it harder to shift between tasks and control impulses - abilities that usually improve rapidly once children enter structured school environments.

"Reception is a critical year for peer socialisation. It’s when children learn classroom norms and build early friendships that shape their confidence.

"But for the cohort who started school in 2020, classrooms were closed, routines collapsed overnight, and opportunities for social interaction were severely limited."

Without these experiences, children’s self-regulatory skills did not develop as quickly year-on-year after lockdowns ended.

The researchers say their work highlights a generation of children who may need more support from teachers, schools and health services.

This research was done in collaboration with Lancaster University and Durham University.

© Norwich Evening News