Cognitive developmental levels of preschool children in relation to peer relationships

Ogelman, Hülya Gülay; Seçer, Zarife; Önder, Alev

doi:10.1080/1350293x.2015.1087157

Cited by 3 publications

(6 citation statements)

References 17 publications

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“…Parenting is a process of acting and reacting between parents and their children (Brooks, 2008). The cognitive development of children very much depends on their interaction with their environment (Gülay Ogelman et al, 2015). The environment contributes very much to child cognitive development.…”

Section: Resultsmentioning

confidence: 99%

“…For children, cognitive development plays a quite important role (Gülay Ogelman et al, 2015). Cognitive competence is very important in social relationship.…”

Section: Introductionmentioning

confidence: 99%

“…Child cognitive competence develops very fast during preschool (Anderson, 2012). Cognition is perceived as perception, knowledge, comprehension, memorizing, evaluating, problem solving, and decision making, and it enables an individual to understand life (Gülay Ogelman et al, 2015). For this reason, child cognitive competence has to be developed continuously and to be stimulated since early age.…”

Section: Introductionmentioning

confidence: 99%

“…Child cognitive development is the development related to child understanding of something obtained from interaction with the environment. Child cognitive development is closely related to perception, knowledge, comprehension, memorizing, evaluating, problem solving, and decision making (Gülay Ogelman et al, 2015). The central figure in child cognitive development is Jean Piaget, a philosopher and developmental psychologist from Switzerland (Santrock, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Children develop their knowledge through their interaction with their environment. They interact with the environment, interpret the interaction based on their current interest, and make schema (Gülay Ogelman et al, 2015). Piaget believes that children are active developers of cognition through assimilation and accommodation which result in balance (Morrison, 2008;Salkind, 2004;Santrock, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Parenting Style to Support The Cognitive Development of Early Childhood

Fadlillah

Pangastuti

2022

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Parents are responsible for the parenting of their children. The parenting style has a very big effect on child development. However, not all types of parenting styles can improve child cognitive competence. This is due to parents’ limited understanding of parenting styles. This study aims to reveal and analyze the role of parenting styles to support the cognitive development of early childhood. This research uses a qualitative method with a library study approach. Data obtained through the study and analysis of literature related to parenting, such as scientific articles and books. The result of literature reviews show that parenting styles play a very important role in the cognitive development of early childhood. The most appropriate and dominant parenting style in optimizing the cognitive competence of early childhood is the authoritative style. This style has the highest demand and response, and it prioritizes warmth, encouragement, and care about early childhood.The authoritative style is believed to be suitable for the need and characteristics of early childhood cognitive development. Keywords: Parenting Style, Cognitive Development, Early Childhood

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Section: Resultsmentioning

confidence: 99%

“…For children, cognitive development plays a quite important role (Gülay Ogelman et al, 2015). Cognitive competence is very important in social relationship.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Parenting Style to Support The Cognitive Development of Early Childhood

Fadlillah

Pangastuti

2022

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Stronger Empathy and Better Peer Relationship? One‐Year Cross‐Lagged Panel Analysis in Preschoolers

Zeng,

Xiong,

et al. 2024

PsyCh Journal

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The development of empathy and the establishment of peer relationships significantly influence the quality of preschoolers' social lives. Past research consistently demonstrates a strong correlation between empathy and peer relationships. However, debates persist regarding causality. To provide evidence on this matter, we conducted a year‐long longitudinal study involving 160 preschoolers at T1, with 137 children (mean age = 60.99 months, SD = 3.51; 66 males) retained at T2, 1 year later. Our study employed a two‐wave design and cross‐lagged panel analysis. Data on empathy and peer relationships were collected through empathy story tasks and peer nominations. For the analysis of peer nominations, we selected three centrality measures from social network analysis: degree centrality (number of direct friendships), closeness centrality (proximity between network members), and betweenness centrality (control/mediation of information exchange). Results from the cross‐lagged panel analysis reveal that preschoolers' affective and cognitive empathy at T1 positively and significantly predict peer relationships at T2. Specifically, both forms of empathy predict degree centrality and closeness centrality. Additionally, hierarchical linear modeling indicates that, even after controlling for affective empathy, cognitive empathy significantly predicts both degree centrality and closeness centrality at T2. These findings underscore the importance of nurturing empathy, especially cognitive empathy, to enhance peer relationships among preschoolers. Consequently, educators can play a vital role in improving peer relationships by intervening in empathy development, promoting greater social interaction.

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