Cognitive skills development in children refers to the growth of mental abilities such as thinking, problem-solving, memory retention, attention, and language development. These skills enable children to effectively understand and interact with others and the world around them. Cognitive skills development occurs in stages and is influenced by genetics, environment, and experiences. During the COVID-19 pandemic, the education system was negatively affected due to prolonged school closures, reduced social interactions, and increased screen time. Limited access to structured learning environments, hands-on experiences, and peer collaboration led to potential delays in children’s critical thinking abilities, problem-solving, memory retention, and emotional regulation. This disruption created long-term educational and developmental gaps, especially among the Grade R learners. The pandemic significantly disrupted education systems worldwide, leading to profound challenges for early childhood development. During the pandemic, this study investigated the cognitive developmental delays observed in Grade R learners within the Motheo District in the Free State Province of South Africa. The study was anchored on cognitive development theory by Jean Piaget, a foundational theory that focuses on children's cognitive growth and development. The study assessed key cognitive domains such as attention spans, memory retention, and problem-solving abilities using a quantitative research approach and adopting an ex-post-facto research design. The instrument for data collection was a questionnaire developed by the researchers on cognitive skills development, and it comprised 10 items. The sample size was 153 respondents, which comprised 143 Grade R learners and 10 Grade R teachers. Mean and standard deviations were used to answer the research questions that guided the study. Findings reveal substantial declines in the cognitive development of learners, mainly attributable to the prolonged closure of schools, limited access to educational resources, and inadequate support structures at home and in academic environments. The study further highlights the exacerbation of these effects in underprivileged communities, where socioeconomic disparities hindered recovery efforts. By providing insights into these cognitive impacts, the research underscores the urgency for targeted interventions and the development of policies to support the educational recovery of young learners. This work contributes to understanding the long-term implications of the pandemic on foundational learning and proposes strategies for effective remediation and future resilience.

Keywords: COVID-19, Cognitive Development, Grade R, Early Childhood Education, Learning Disruptions.