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Original scientific paper

The importance of social context for the cognitive development of preschool children - comparison of cognitive outcomes of children growing up in different family and institutional environments

Renata Miljević-Riđički   ORCID icon orcid.org/0000-0002-1217-4687 ; Faculty of Education, University of Zagreb
Tea Pavin Ivanec ; Institut društvenih znanosti Ivo Pilar

Fulltext: croatian, pdf (694 KB) pages 309-322 downloads: 1.761* cite
APA 6th Edition
Miljević-Riđički, R. & Pavin Ivanec, T. (2009). Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju. Suvremena psihologija, 12 (2), 309-322. Retrieved from https://hrcak.srce.hr/82956
MLA 8th Edition
Miljević-Riđički, Renata and Tea Pavin Ivanec. "Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju." Suvremena psihologija, vol. 12, no. 2, 2009, pp. 309-322. https://hrcak.srce.hr/82956. Accessed 21 Sep. 2021.
Chicago 17th Edition
Miljević-Riđički, Renata and Tea Pavin Ivanec. "Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju." Suvremena psihologija 12, no. 2 (2009): 309-322. https://hrcak.srce.hr/82956
Harvard
Miljević-Riđički, R., and Pavin Ivanec, T. (2009). 'Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju', Suvremena psihologija, 12(2), pp. 309-322. Available at: https://hrcak.srce.hr/82956 (Accessed 21 September 2021)
Vancouver
Miljević-Riđički R, Pavin Ivanec T. Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju. Suvremena psihologija [Internet]. 2009 [cited 2021 September 21];12(2):309-322. Available from: https://hrcak.srce.hr/82956
IEEE
R. Miljević-Riđički and T. Pavin Ivanec, "Važnost socijalnog konteksta za kognitivni razvoj predškolske djece – usporedba kognitivne uspješnosti djece koja odrastaju u različitom obiteljskom i institucionalnom okruženju", Suvremena psihologija, vol.12, no. 2, pp. 309-322, 2009. [Online]. Available: https://hrcak.srce.hr/82956. [Accessed: 21 September 2021]

Abstracts
Developmental theories emphasize the importance of early social context on various developmental aspects. The aim of this study was to examine the influence of specific social context (single-parent family or growing up without parents) on children’s cognitive development. In addition, gender differences regarding different family context were also examined.
147 pre-school children aged 6 to 7 years participated in this study. The sample was divided into three categories: children living with both parents (from birth), children living with a single-parent (mother) for at least three years, and children in institutional placement. Children’s cognitive status was measured by a verbal and non-verbal intelligence test. Readiness for school, as an additional aspect of cognitive status, was also examined (including factual knowledge, perception, numerical reasoning and graphomotorics).
The results indicate that children who grow up without parents, compared to those growing up with both parents, have systematically lower results on all measures of cognitive status. Some differences were also obtained in comparison to children growing up in single-parent families. There are no significant differences in cognitive outcomes of children growing up with both parents and single-parents. With regard to gender differences, the results revealed that girls in institutional placement have significantly lower results in comparison to boys from the same social context, but also in comparison to the other two categories of children. These results should be taken into consideration when planning activities aimed at helping children who grow up without parents to prepare and successfully adjust to school context.

Keywords
children's cognitive development; social context; institutional placement

Hrčak ID: 82956

URI
https://hrcak.srce.hr/82956

[croatian]

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