Cognitive development of young children in institutions with different social environment
DOI:
https://doi.org/10.21638/11701/spbu16.2017.405Abstract
In the Russian Federation institutional care (IC) has been the most prevalent form of care for orphans and vulnerable children. At the same time, it has been noted that children who had experienced early IC characterized by psychosocial deprivation often showed delays in cognitive functioning. Ways of solving this problem are intervention programs designed to improve traditional IC and decrease child deprivation. In Russia the main project on the improvement of IC was held in Saint-Petersburg (The St. Petersburg — USA Orphanage Research Team, 2008), where one of the baby homes (BH) was restructured to create a family-like social environment. Since The Saint-Petersburg — USA Orphanage research project, conducted 15 years ago, there has been no comparison study of children’s cognitive development in BH with different social environments that would indicate the influence of a familylike social environment in IC on a child’s level of cognitive development. Herewith our research was conducted to compare the cognitive development of children in different BH: traditional and familylike institutions. Tests Methods included the Mullen Scales of Early Learning (MSEL, 1995), and the Vineland Behavior Adaptive Scales (VABS, 2005). The sample included 25 children in the age range from 5 to 28 months: 13 children from BHA, aged 5 to 28 months (M=18.46, SD=6.47) and 12 children from BHB aged 6 to 28 months (M=16.67, SD=6.34). Results showed that children from family-like orphanage (BHA) showed higher scores on cognitive development (F=5.09, p=.03) and in particularly the MSEL Visual Reception Scale (F =6.54, p=.01), and the VABS Expressive Communication Scale (F=12.91, p=.000) compared to children from traditional BH (BHB). The results emphasize the importance of a family-like social environment in institutions both for cognitive development and the mental health of young children.
Keywords:
cognitive development, young children, institutional care, social environment, early development, impact of early deprivation
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Литература
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Johnson D.E., Guthrie D., Smyke A.T. Growth and associations between auxology, caregiving environment, and cognition in socially deprived romanian children randomized to foster vs ongoing institutional care // Archives of Pediatrics & Adolescent Medicine. 2010. N 164. P. 507–516.
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Berument S.K., Sonmez D., Eyupoglu H. Supporting language and cognitive development of infants and young children living in children’s homes in Turkey // Child. 2012. N 38. P. 743–752.
Muhamedrahimov R.J., Palmov O.I., Nikiforova N.V., Groark C.J., McCall R.B. Institution-based early intervention program // Infant Mental Health Journal. 2004. N 25. P. 488–501.
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Groark C.J., Muhamedrahimov R.J., Palmov O.I., Nikiforova N.V., McCall R.B. Improvements in early care in Russian orphanages and their relationship to observed behaviors // Infant Mental Health Journal. 2005. N 26. P. 96–109.
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Boivin M., Bangirana P., Nakasujja N., Page C., Shohet C., Givon D., Klein P. A year-long caregiver training program improves cognition in preschool Ugandan children with human immunodeficiency virus // Journal of Pediatrics. 2013. N 5. P. 1409–1416.
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Caudle S., Katzenstein J., Oghalai J., Lin J., Caudle D. Nonverbal cognitive development in children with cochlear implants: relationship between the Mullen scales of early learning and later performance on the Leiter international performance scales-revised // Assessment. 2014. P. 119–129.
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Keim S., Daniels J., Dole N., Herring A., Siega-Riz A., Scheidt P. A prospective study of maternal anxiety, perceived stress, and depressive symptoms in relation to infant cognitive development // Early Human Development. 2011. N 5. P. 373–380.
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Black D.O., Wallace G.L., Sokoloff J.L., Kenworthy L. Brief report: IQ split predicts social symptoms and communication abilities in high-functioning children with autism spectrum disorders // Journal of Autism and Developmental Disorders. 2009. Vol. 39, N 11. P. 1613–1619.
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Frick P.J., Barry C.T., Kamphaus R.W. Clinical assessment of child and adolescent personality and behavior. Boston: Springer, 2010. P. 512.
Green S.A., Berkovits L.D., Baker B.L. Symptoms and Development of Anxiety in Children With or Without Intellectual Disability // Journal of Clinical Child and Adolescent Psychology. 2015. Vol. 44, N 1. P. 137–144.
Rakhlin N., Kornilov S.A., Palejev D., Koposov R.A., Chang J.T., Grigorenko E. L. The language phenotype of a small geographically isolated Russian-speaking population: Implications for genetic and clinical studies of developmental language disorder // Applied Psycholinguistics. 2013. Vol. 34, N 5. P. 971–1003.
Briggs-Gowan M.J., Carter A. S., Clark R., Augustyn M., McCarthy K.J., Ford J.D. Exposure to potentially traumatic events in early childhood: differential links to emergent psychopathology // Journal of Child Psychology and Psychiatry and Allied Disciplines. 2010. Vol. 51, N 10. P. 1132–1140.
Gustafsson H.C., Coffman J.L., Harris L. S., Langley H.A., Ornstein P.A., Cox M.J. Intimate Partner Violence and Children’s Memory // Journal of Family Psychology. 2013. Vol. 27, N 6. P. 937–944.
References
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Pomerleau A., Malcuit G., Chicoine J., Se´guin R., Belhumeur C., Germain P. Health status, cognitive and motor development of young children adopted from China, East Asia, and Russia across the first 6 months after adoption. International Journal of Behavioral Development, 2005, no 29, рр. 445–457.
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Colombo M., de la Parra A., Lopez I. Intellectual and physical outcome of children undernourished in early life is influenced by later environmental conditions. Developmental Medicine and Child Neurology, 1992, no. 34, pp. 611–622.
Loman M.M., Wiik K.L., Frenn K.A., Pollak S.D., Gunnar M.R. Postinstitutionalized children’s development: Growth, cognitive, and language outcomes. Journal of Developmental & Behavioral Pediatrics, 2009, no. 30, pp. 426–434.
Morison S.J., Ames E.W., Chisholm K. The development of children adopted from Romanian orphanages. Merrill-Palmer Quarterly, 1995, no. 41, pp. 411–430.
O’Connor T.G., Marvin R. S., Rutter M., Olrick J.T., Britner P.A. & the English and Romanian Adoption Study Team. Child-parent attachment following early institutional deprivation. Development and Psychopathology, 2003, no. 15, pp. 19–38.
van den Dries L., Juffer F., van IJzendoorn M.H., Bakermans-Kranenburg M.J. Infants’ physical and cognitive development after international adoption from foster care or institutions in China. Journal of Developmental & Behavioral Pediatrics, 2010, no. 3, pp. 144–150.
van Ijzendoorn M.H., Juffer F., Poelhuis C.W.K. Adoption and cognitive development: a metaanalytic comparison of adopted and nonadopted children’s IQ and school performance. Psychological Bulletin, 2005, no. 131, pp. 301–316.
Rutter M., O’Connor T.G. & the English and Romanian Adoptees (ERA) Study Team. Are there biological programming effects for psychological development? Findings from a study of Romanian adoptees. Developmental Psychology, 2004, no. 40, pp. 81–94.
Wilson S.L., Weaver T.L., Cradock M.M., Kuebli J.E. A preliminary study of the cognitive and motor skills acquisition of young international adoptees. Children and Youth Services Review, 2008, no. 30, pp. 585–596.
Frankenhuis W.E., de Weerth C. Does early-life exposure to stress shape or impair cognition? Current Directions in Psychological Science, 2013, no. 22, pp. 407–412.
Johnson D.E., Guthrie D., Smyke A.T. Growth and associations between auxology, caregiving environment, and cognition in socially deprived romanian children randomized to foster vs ongoing institutional care. Archives of Pediatrics & Adolescent Medicine, 2010, no. 164, pp. 507–516.
Nelson C.A., Zeanah C.H., Fox N.A., Marshall P.J., Smyke A.T., Guthrie D. Cognitive recovery in socially deprived young children: The Bucharest Early Intervention Project. Science, 2007, no. 318, pp. 1937–1940.
Lloyd E., Barth R.P. Developmental outcomes after five years for foster children returned home, remaining in care, or adopted. Children and Youth Services Review, 2011, no. 33(8), pp. 1383–1391.
Pears K., Fisher P. Developmental, cognitive, and neuropsychological functioning in preschoolaged foster children: associations with prior maltreatment and placement history. Journal of Developmental and Behavioral Pediatrics, 2005, no. 26(2), pp. 112–122. 23. Pears K., Heywood C., Kim H., Fisher P. Prereading deficits in children in foster care. School Psychology Review, 2011, no. 40(1), pp. 140–148.
Jacobsen H., Moe V., Ivarsson T., Wentzel-Larsen T., Smith A. Cognitive development and socialemotional functioning in young foster children: A follow-up study from 2 to 3 years of age. Child Psychiatry & Human Development, 2013, no. 44, pp. 666–677.
Bakermans-Kranenburg M.J., van IJzendoorn M.H., Juffer F. Earlier is better: A meta-analysis of 70 years of intervention improving cognitive development in institutionalized children. Monographs of the Society for Research of Child Development, 2008, no. 73, pp. 279–293.
McCall R., Groak C., Fish L., Harkins D., Serrano G., Gordon K. A socioemotional intervention in a Latin American orphanage. Infant Mental Health Journal, 2010, no. 31(5), pp. 521–542.
Berument S.K., Sonmez D., Eyupoglu H. Supporting language and cognitive development of infants and young children living in children’s homes in Turkey. Child, 2012, no. 38, рр. 743–752.
Muhamedrahimov R.J., Palmov O.I., Nikiforova N.V., Groark C.J., McCall R.B. Institution-based early intervention program. Infant Mental Health Journal, 2004, no. 25, рр. 488–501.
The St. Petersburg — USA Orphanage Research Team. The effects of early social-emotional and relationship experience on the development of young orphanage children. Monographs of the Society for Research in Child Development, 2008, no. 73, vii–viii, рр. 1–262, 294–295.
Groark C.J., Muhamedrahimov R.J., Palmov O.I., Nikiforova N.V., McCall R.B. Improvements in early care in Russian orphanages and their relationship to observed behaviors. Infant Mental Health Journal, 2005, no. 26, рр. 96–109.
The St. Petersburg — USA Orphanage Research Team. Characteristics of children, caregivers, and orphanages for young children in St. Petersburg, Russian Federation. Journal of Applied Developmental Psychology, 2005, no. 26, рр. 477–506.
Mukhamedrakhimov R.Zh., Pal’mov O.I., Istomina L.A. Indeks funktsional’nykh sposobnostei. Neopublikovannoe rukovodstvo [The Functional Ability Index. Unpublished manual]. St. Petersburg, 2000. 10 р. (In Russian)
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Sparrow S. S., Cicchetti D.V., Balla D.A. Vineland-II Adaptive behavior scales: Survey Forms Manual. Circle Pines, MN, AGS Publishing, 2005. 330 р.
Rakhlin N., Hein S., Doyle N., Hart L., Koposov R., Macomber D., Ruchkin V., Strelina A., Tan M., Grigorenko E.L. Sources of Heterogeneity in Developmental Outcomes of Children With Past and Current Experiences of Institutionalization in Russia: A Four-Group Comparison. American Journal of Orthopsychiatry, 2017, vol. 87, no. 3, pp. 242–255.
Boivin M., Bangirana P., Nakasujja N., Page C., Shohet C., Givon D., Klein P. A year-long caregiver training program improves cognition in preschool Ugandan children with human immunodeficiency virus. Journal of Pediatrics, 2013, no. 5, рр. 1409–1416.
Bradley-Johnson S. Cognitive assessment for the youngest children: A critical review of tests. Journal of Psychoeducational Assessment, 2001, no. 19, рр. 19–44.
Caudle S., Katzenstein J., Oghalai J., Lin J., Caudle D. Nonverbal cognitive development in children with cochlear implants: relationship between the Mullen scales of early learning and later performance on the Leiter international performance scales-revised. Assessment, 2014, рр. 119–129.
Chapman J. Developmental outcomes in two groups of infants and toddlers: Prenatally cocine exposed and noncocaine exposed. Part 1. Infant-Toddler Intervention, 2000, no. 10, рр. 19–36.
Keim S., Daniels J., Dole N., Herring A., Siega-Riz A., Scheidt P. A prospective study of maternal anxiety, perceived stress, and depressive symptoms in relation to infant cognitive development. Early Human Development, 2011, no. 5, рр. 373–380.
Mitchell C., Croy C., Spicer P., Frankel K., Emde R. Trajectories of cognitive development among American Indian young children. Developmental Pshychology, 2011, no. 47 (4), рр. 991–999.
Black D.O., Wallace G.L., Sokoloff J.L., Kenworthy L. Brief report: IQ split predicts social symptoms and communication abilities in high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 2009, no. 39 (11), рр. 1613–1619.
Conti-Ramsden G., Durkin K. Language development and assessment in the preschool period. Neuropsychology Review, 2012, no. 22 (4), рр. 384–401.
Frick P.J., Barry C.T., Kamphaus R.W. Clinical assessment of child and adolescent personality and behavior. Boston, Springer Publ., 2010, р. 512.
Green S.A., Berkovits L.D., Baker B.L. Symptoms and Development of Anxiety in Children With or Without Intellectual Disability. Journal of Clinical Child and Adolescent Psychology, 2015, vol. 44, no. 1, рр. 137–144.
Rakhlin N., Kornilov S.A., Palejev D., Koposov R.A., Chang J.T., Grigorenko E.L. The language phenotype of a small geographically isolated Russian-speaking population: Implications for genetic and clinical studies of developmental language disorder. Applied Psycholinguistics, 2013, vol. 34, no. 5, рр. 971– 1003.
Briggs-Gowan M.J., Carter A. S., Clark R., Augustyn M., McCarthy K.J., Ford J.D. Exposure to potentially traumatic events in early childhood: differential links to emergent psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2010, vol. 51, no. 10, рр. 1132–1140.
Gustafsson H.C., Coffman J.L., Harris L. S., Langley H.A., Ornstein P.A., Cox M.J. Intimate Partner Violence and Children’s Memory. Journal of Family Psychology, 2013, vol. 27, no. 6, рр. 937–944.
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Published
2018-01-18
How to Cite
Колесникова, М. А., Солодунова, М. Ю., Жукова, М. А., & Аникина, В. О. (2018). Cognitive development of young children in institutions with different social environment. Vestnik of Saint Petersburg University. Psychology, 7(4), 365–381. https://doi.org/10.21638/11701/spbu16.2017.405
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Developmental psychology
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Articles of "Vestnik of Saint Petersburg University. Psychology" are open access distributed under the terms of the License Agreement with Saint Petersburg State University, which permits to the authors unrestricted distribution and self-archiving free of charge.
