Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education
Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particu...
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ftmdpi:oai:mdpi.com:/2071-1050/12/24/10529/ 2023-08-20T04:07:30+02:00 Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education Elena Escolano-Pérez agris 2020-12-16 application/pdf https://doi.org/10.3390/su122410529 EN eng Multidisciplinary Digital Publishing Institute Sustainable Education and Approaches https://dx.doi.org/10.3390/su122410529 https://creativecommons.org/licenses/by/4.0/ Sustainability; Volume 12; Issue 24; Pages: 10529 early cognitive development logic skills interference suppression discordant birth weight twins systematic observation T-pattern analysis early childhood education educational practice learning quality education Text 2020 ftmdpi https://doi.org/10.3390/su122410529 2023-08-01T00:40:34Z Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning. Text Iceland Reykjavík Reykjavík MDPI Open Access Publishing Reykjavík Sustainability 12 24 10529 |
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collection |
MDPI Open Access Publishing |
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ftmdpi |
language |
English |
topic |
early cognitive development logic skills interference suppression discordant birth weight twins systematic observation T-pattern analysis early childhood education educational practice learning quality education |
spellingShingle |
early cognitive development logic skills interference suppression discordant birth weight twins systematic observation T-pattern analysis early childhood education educational practice learning quality education Elena Escolano-Pérez Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
topic_facet |
early cognitive development logic skills interference suppression discordant birth weight twins systematic observation T-pattern analysis early childhood education educational practice learning quality education |
description |
Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning. |
format |
Text |
author |
Elena Escolano-Pérez |
author_facet |
Elena Escolano-Pérez |
author_sort |
Elena Escolano-Pérez |
title |
Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
title_short |
Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
title_full |
Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
title_fullStr |
Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
title_full_unstemmed |
Intra- and Inter-Group Differences in the Cognitive Skills of Toddler Twins with Birth Weight Discordance: The Need to Enhance Their Future from Early Education |
title_sort |
intra- and inter-group differences in the cognitive skills of toddler twins with birth weight discordance: the need to enhance their future from early education |
publisher |
Multidisciplinary Digital Publishing Institute |
publishDate |
2020 |
url |
https://doi.org/10.3390/su122410529 |
op_coverage |
agris |
geographic |
Reykjavík |
geographic_facet |
Reykjavík |
genre |
Iceland Reykjavík Reykjavík |
genre_facet |
Iceland Reykjavík Reykjavík |
op_source |
Sustainability; Volume 12; Issue 24; Pages: 10529 |
op_relation |
Sustainable Education and Approaches https://dx.doi.org/10.3390/su122410529 |
op_rights |
https://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.3390/su122410529 |
container_title |
Sustainability |
container_volume |
12 |
container_issue |
24 |
container_start_page |
10529 |
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