Introduction.During The Years Of 2009 And 2012 A Study
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INTRODUCTION During the years of 2009 and 2012 a study was conducted looking at the effects on social cognition in Preschoolers. The aim of this study was to add to the debate about the effects of type of early childcare, mother-based education, parents’ country of birth, and child’s language-based proficiency on children’s social thinking as observed at preschool age by carefully studying Italian data. “Social cognition is the way in which individual’s process, remember, and use information in social contexts to explain and predict how people behave” (Fiske and Taylor, 2013). Social cognition was examined by two aspects: Theory of Mind (ToM) and Emotional Understanding (EU).
Theory of Mind is the ability to attribute mental states -…show more content… There are organized routines, spaces and toys for the group. There are adults who provide care and are trained professionals in this centre-based care. The difference is that in home-based care the child is most likely to be alone with adults, or a have a smaller group of children who are usually siblings. In this home-based care, the caretakers are most likely mothers, grandparents, or non-professional baby-sitters. This article emphasizes that type of care is associated with children’s later development. More specifically there were positive effects of centre-based care on cognitive and linguistic outcomes.
The current study involved 118 typically developing children with the average age of 59.6 months. All the children were attending kindergarten in Turin Italy. The data was collected between the years 2009 and 2012. The group was comprised of sixty-four girls and fifty-four boys. The two subsamples of boys and girls were similar in respect to age, type of early childcare received, maternal education, parents’ country of birth and verbal quotient.
The mother’s education was sorted out by the following; completed lower secondary school, upper secondary school diploma, and university graduates. 44% of the mothers completed lower secondary education, 41% completed upper secondary education and 15% finished third level education. The mothers who