Lessons From the Field Psychosocial consequences of the COVID‐19 homestay for preschoolers and their parents. By: Cherry, Katie E.; DiCarlo, Cynthia F.; Willis, Matthew L.; Bordes, Piper J.; Calamia, Matthew R. and Marks, Loren D. 2024. Family Relations. Vol. 73 Issue 1, p36-53.

Objective: The authors explored the psychosocial consequences of the COVID‐19 homestay lockdown for preschool‐age children and their parents using a mixed‐method design. Background: Few studies have examined the impact of a global pandemic on family adaptive processes among parents and their preschool age children. Method: Participants were 24 highly educated White and Asian parents with children enrolled in the Early Childhood Education Laboratory Preschool (ECELP) at Louisiana State University. Parents completed an online survey that assessed sociodemographic and health characteristics, and they participated in an interview with their children. Results: Content analysis of parent and child narratives yielded four core themes: (a) expanded family time with family needs prioritized, (b) staying informed with current pandemic news, (c) positive experiences included more time spent withfamily, and (d) negative experiences included disruptions to family and work‐related routines. Conclusion: Personal and professional challenges that families faced during the COVID‐19 lockdown were loss of familiar routines, managing stressors, and protecting health. Positive factors included prioritization of family needs and new opportunities for intergenerational relationships with extended family and grandparents. Implications: Parents, teachers, and extended family support adaptive family processes that promote resilience and psychosocial well‐being despite the uncertainties of a global pandemic.