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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

Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Sustainability 2020, 12(24), 10529; https://doi.org/10.3390/su122410529
Received: 30 October 2020 / Revised: 10 December 2020 / Accepted: 12 December 2020 / Published: 16 December 2020
(This article belongs to the Section Sustainable Education and Approaches)
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. View Full-Text
Keywords: early cognitive development; logic skills; interference suppression; discordant birth weight twins; systematic observation; T-pattern analysis; early childhood education; educational practice; learning; quality education early cognitive development; logic skills; interference suppression; discordant birth weight twins; systematic observation; T-pattern analysis; early childhood education; educational practice; learning; quality education
MDPI and ACS Style

Escolano-Pérez, E. 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. Sustainability 2020, 12, 10529. https://doi.org/10.3390/su122410529

AMA Style

Escolano-Pérez E. 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. Sustainability. 2020; 12(24):10529. https://doi.org/10.3390/su122410529

Chicago/Turabian Style

Escolano-Pérez, Elena. 2020. "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" Sustainability 12, no. 24: 10529. https://doi.org/10.3390/su122410529

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