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The Role of Social Context in Preschool Children's Cognitive Development

This study investigates the impact of social context on the cognitive development of preschool children, focusing on a sample of 120 children aged 6-7 years. The children were categorized based on their family structures: those from two-parent families, single-parent families, and children living in orphanages. Through intelligence and school aptitude tests, results indicated significant differences in cognitive performance between children in orphanages and their peers, while no notable differences were found between the two-parent and single-parent families in intelligence. These findings underscore the importance of social context and mediating factors in shaping cognitive development.

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The Role of Social Context in Preschool Children's Cognitive Development

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  1. Importance of Social Context for the Cognitive Development of Pre-school Children Renata Miljevic-Ridicki, Ph.D. Assistant Professor Teachers Faculty, Zagreb University, Croatia

  2. Main goal • to assess whether the level of child’s cognitive development is connected with his/her social context

  3. Sample: 120 children age 6-7, tested in a year prior to entering primary school 1. Children who live in two-parent family (from the birth) N = 502. Children who live in a single parent family (mother only), for 3 years minimumN = 44 3. Parentless children living in orphanages N= 26

  4. Instruments • Intelligence tests Nonverbal: Raven Coloured Progressive Matrices Verbal: Crichton Scale • School aptitude tests Vlahovic-Stetic, Vizek-Vidovic, Arambasic, Miharija

  5. Results • Significant statistical differences in all test results between children living in orphanages and all other children. • No differences in intellectual level between children living in two-parent and single parent families. • Children from two-parent families scored better at some school aptitude sub-tests.

  6. Conclusion • The findings confirm the importance of mediators for the child cognitive development. • Results could be explained in the context of theories of: Lav Vygotsky, Urie Bronfenbrenner, Rueven Feuerstein.

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