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  • Developmental change in early language and cognitive skills of institution-reared children as compared to their parent-reared peers

    Author(s)
    Sumer-Büyükabacı, Özlem
    Kisbu-Sakarya, Yasemin
    Etel, Evren
    Selçuk, Bilge
    Griffith University Author(s)
    Etel, Evren
    Year published
    2021
    Metadata
    Show full item record
    Abstract
    This study investigates whether preschool-aged institution-reared children’s developmental change within one year in theory of mind, executive function, and receptive language abilities differs from their parent-reared peers from different socioeconomic backgrounds. Data were collected from 73 institution-reared, 30 parent-reared children from low socioeconomic status (SES), 36 parent-reared children from middle-SES and 60 parent-reared children from high-SES at two time points, one year apart. Our findings showed that all children showed a significant increase in theory of mind and executive function, but institution-reared ...
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    This study investigates whether preschool-aged institution-reared children’s developmental change within one year in theory of mind, executive function, and receptive language abilities differs from their parent-reared peers from different socioeconomic backgrounds. Data were collected from 73 institution-reared, 30 parent-reared children from low socioeconomic status (SES), 36 parent-reared children from middle-SES and 60 parent-reared children from high-SES at two time points, one year apart. Our findings showed that all children showed a significant increase in theory of mind and executive function, but institution-reared group displayed significantly lower performance than all parent-reared groups at Time 2. Difference score analyses revealed that institutional care predicted poorer developmental change within one year in receptive language, holding age and sex constant, as compared to parental care. Specifically, institution-reared children displayed a significant decline and low-SES children showed no change in their receptive language over time, whereas middle- and high-SES children increased significantly.
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    Journal Title
    Children and Youth Services Review
    Volume
    121
    DOI
    https://doi.org/10.1016/j.childyouth.2020.105857
    Subject
    Applied economics
    Specialist studies in education
    Social work
    Sociology
    Applied linguistics and educational linguistics
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/406420
    Collection
    • Journal articles

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