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Cognitive Development in Children: 2nd Edition
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Cognitive Development in Children: 2nd Edition

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: closed (10 January 2026) | Viewed by 4695

Special Issue Editor

Dr. Alexandra Martín-Rodríguez

E-Mail Website
Guest Editor
1. Faculty of Sport Sciences, European University of Madrid, 28670 Villaviciosa de Odón, Spain
2. Faculty of Applied Social Sciences and Communications, UNIE, 28015 Madrid, Spain
Interests: nutrition; physical activity; executive functions; adolescents; psychology; psychophysiology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This is the second edition of the Special Issue “Cognitive Development in Children”. Cognitive development in children is a multifaceted process encompassing the maturation of various mental faculties, including perception, memory, language, problem-solving, and reasoning abilities. This intricate progression unfolds across distinct stages, shaped by intrinsic biological factors, environmental influences, types of education, and social interactions. Contemporary research integrates aspects of each of these, acknowledging the interplay between individual cognitive processes such as the development of executive functions and sociocultural influences. Moreover, advancements in neuroscience have illuminated the neural underpinnings of cognitive development, highlighting the dynamic interplay between genetic predispositions and environmental experiences.

Contributions exploring the neural underpinnings of cognitive milestones across different developmental stages are particularly welcome in this Special Issue. Additionally, research submissions that look into the role that genetics, brain plasticity, and environmental enrichment have to play in cognitive development are encouraged. Investigations into the impact of socio-cultural factors, familial interactions, and educational interventions on cognitive development help contribute to forming a holistic understanding of this dynamic phenomenon. By exploring the psychophysiological underpinnings of cognitive growth and examining the myriad influences shaping this process, this Special Issue endeavors to shed light on the complexities of childhood cognitive development.

Dr. Alexandra Martín-Rodríguez
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cognition
  • development
  • executive functions
  • children

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Published Papers (3 papers)

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14 pages, 401 KB  
Article
The Mediating Role of Executive Function in the Association Between Warm Parenting and Children’s Problem Behaviors
by Hyungmin Lee
Children 2026, 13(2), 224; https://doi.org/10.3390/children13020224 - 5 Feb 2026
Viewed by 576
Abstract
Background/Objectives: The present study explored the extent to which children’s executive function (EF) mediates the relationship between maternal warm parenting and children’s problem behaviors during the early school-age years. Methods: Using data from a nationally representative sample of 1516 mother–child dyads [...] Read more.
Background/Objectives: The present study explored the extent to which children’s executive function (EF) mediates the relationship between maternal warm parenting and children’s problem behaviors during the early school-age years. Methods: Using data from a nationally representative sample of 1516 mother–child dyads participating in the Panel Study on Korean Children, the analysis drew on parent-reported measures collected through standardized questionnaires. Results: Structural equation modeling indicated that warm, responsive maternal parenting contributed to lower levels of children’s problem behaviors both directly and indirectly by fostering stronger EF skills. Conclusions: The findings highlight the developmental importance of warm parenting practices and identify children’s EF as a central mechanism through which early caregiving environments promote behavioral adjustment. Full article
(This article belongs to the Special Issue Cognitive Development in Children: 2nd Edition)
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22 pages, 337 KB  
Article
Early Memory and Executive Function as Predictors of Language Development: Evidence for Early Cognitive Foundations in a Taiwanese Cohort
by Chiu-Hua Huang and Ishien Li
Children 2025, 12(11), 1497; https://doi.org/10.3390/children12111497 - 4 Nov 2025
Cited by 1 | Viewed by 1697
Abstract
Background: Early cognitive abilities such as memory and executive function (EF) emerge rapidly in infancy and may provide a foundation for later language development. However, large-scale longitudinal evidence linking early cognition to subsequent receptive and expressive outcomes remains limited. Methods: Data were drawn [...] Read more.
Background: Early cognitive abilities such as memory and executive function (EF) emerge rapidly in infancy and may provide a foundation for later language development. However, large-scale longitudinal evidence linking early cognition to subsequent receptive and expressive outcomes remains limited. Methods: Data were drawn from 6652 children in the Kids in Taiwan (KIT) longitudinal database. Hierarchical regression models tested whether memory and EF at 12 months predicted language comprehension and expression at 24 months, and whether cognition at 24 months predicted outcomes at 36 months, controlling for parental education, involvement, responsiveness, child gender, temperament, and previous language ability. All language variables were standardized to ensure comparability across ages and to minimize potential floor or ceiling effects. Results: Early memory consistently predicted receptive and expressive language at 24 and 36 months, whereas EF predicted expressive language at 24 months and both receptive and expressive language at 36 months. The overall inclusion of cognitive variables significantly increased model fit (all ΔFs, p < 0.001), indicating that early cognitive functioning contributes uniquely to subsequent language development beyond language stability. Conclusions: Findings from this large community-based Taiwanese cohort highlight the importance of early cognitive abilities in supporting subsequent language growth. Incorporating assessments of memory and EF into early developmental monitoring may help identify children who would benefit from enriched language experiences or targeted educational support. Integrating assessments of memory and EF into early developmental screening and intervention programs may enhance the early identification of children at risk for delayed language development and guide the design of play-based activities that strengthen cognitive foundations for language. Full article
(This article belongs to the Special Issue Cognitive Development in Children: 2nd Edition)
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Other

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21 pages, 680 KB  
Systematic Review
The Impact of ADHD on Children’s Language Development
by Dimitra V. Katsarou and Asimina A. Angelidou
Children 2026, 13(2), 206; https://doi.org/10.3390/children13020206 - 31 Jan 2026
Viewed by 1969
Abstract
Background: This research explores the complex relationship between Attention Deficit Hyperactivity Disorder (ADHD) and language skills, focusing on the impact of the disorder on children’s language development. It is designed as a systematic literature review to synthesize and evaluate existing evidence on this [...] Read more.
Background: This research explores the complex relationship between Attention Deficit Hyperactivity Disorder (ADHD) and language skills, focusing on the impact of the disorder on children’s language development. It is designed as a systematic literature review to synthesize and evaluate existing evidence on this topic. Based on the existing literature, ADHD affects multiple dimensions of language, including phonological awareness, pragmatic comprehension, morphosyntactic structure, narrative skills, and written expression. The difficulties that children with ADHD exhibit at the language level are directly related to their deficits in working memory, attention, and organization, which make it challenging for them to acquire and use language at both educational and social levels. Methods: This study followed the PRISMA methodology, with a systematic selection process across four stages (identification, screening, eligibility, and inclusion). During the identification phase, 475 records were identified (450 from database searches and 25 through reference screening). After screening and applying inclusion criteria, 15 studies met all eligibility requirements and were included in the final synthesis. Results: The present research highlighted the important role that occupational therapists and psychologists can play in the language development of children with ADHD. Strategic interventions to alleviate the language difficulties of children with ADHD are designed to enhance phonological awareness, executive function, speech and language, the use of technological tools, and social skills training. Conclusions: The importance of early diagnosis and implementation of holistic, individualized interventions targeting the language, executive, and social difficulties manifested by children with ADHD is considered influential in addressing the barriers to improving language skills as effectively as possible. Full article
(This article belongs to the Special Issue Cognitive Development in Children: 2nd Edition)
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