The Development of Adopted Children after Institutional Care: A Follow-Up Study

Autor/inn/en	Vorria, Panayiota; Papaligoura, Zaira; Sarafidou, Jasmin; Kopakaki, Maria; Dunn, Judy; Van IJzendoorn, Marinus H.; Kontopoulou, Antigoni
Titel	The Development of Adopted Children after Institutional Care: A Follow-Up Study
Quelle	In: Journal of Child Psychology and Psychiatry, 47 (2006) 12, S.1246-1253 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2006.01666.x
Schlagwörter	Young Children; Infants; Attachment Behavior; Adoption; Physical Development; Cognitive Development; Parent Child Relationship; Child Development; Followup Studies; Institutionalized Persons; Comparative Analysis; Emotional Development; Behavior Problems; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Frühe Kindheit; Infant; Toddler; Toddlers; Kleinkind; Attachment; Bindungsverhalten; Körperliche Entwicklung; Kognitive Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Follow-up studies; Kontaktstudium; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Background: Research suggests that institutional care has long-lasting effects on children. However, no study has longitudinally studied infants in an institution and their subsequent development at age four. Methods: Sixty-one adopted children aged four years who had spent their first two years of life in an institution were compared to 39 children reared in their own two-parent families. Cognitive development, security of attachment, shyness, children's emotional understanding and behavioural problems were examined in both groups. Parental health and stress were also assessed. Results: At four years adopted children still had lower scores on cognitive development, were less secure, and less able to understand emotions than family-reared children. Children with a secure attachment type in infancy were found to be less secure at age four, compared with those who were classified in infancy as having an insecure attachment type. Their physical development had recovered, they were less shy, had no behavioural problems and no problems in the relationship with their teacher. Conclusions: Early residential group care has long-lasting effects on important socio-emotional and cognitive aspects of preschool children's development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10