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

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Presentation on theme: "Importance of Social Context for the Cognitive Development of Pre-school Children Renata Miljevic-Ridicki, Ph.D. Assistant Professor Teachers Faculty,"— Presentation transcript:

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 = Children who live in a single parent family (mother only), for 3 years minimum N = 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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