Effects of foster care intervention and caregiving quality on the bidirectional development of executive functions and social skills following institutional rearing. Issue 2 (21st August 2022)

• Record Type: Journal Article
• Authors: Zeytinoglu, Selin; Tang, Alva; Zeanah, Charles H.; Nelson, Charles A.; Almas, Alisa N.; Fox, Nathan A.
• Is Part Of: Developmental science. Volume 26:Issue 2(2023)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2022-08-21
• Subjects: caregiving quality -- deprivation -- early intervention -- executive functions -- social skills; Developmental psychology -- Periodicals; Psychology, Comparative -- Periodicals; 155
• DOI: 10.1111/desc.13309
• Languages: English
• ISSNs: 1363-755X

Abstract

Abstract: Institutional rearing negatively impacts the development of children's social skills and executive functions (EF). However, little is known about whether childhood social skills mediate the effects of the foster care intervention (FCG) and foster caregiving quality following early institutional rearing on EF and social skills in adolescence. We examined (a) whether children's social skills at 8 years mediate the impact of the FCG on the development of EF at ages 12 and 16 years, and (b) whether social skills and EF at ages 8 and 12 mediate the relation between caregiving quality in foster care at 42 months and subsequent social skills and EF at age 16. Participants included abandoned children from Romanian institutions, who were randomly assigned to a FCG ( n = 68) or care as usual ( n = 68), and a never‐institutionalized group ( n = 135). At ages 8, 12, and 16, social skills were assessed via caregiver and teacher reports and EF were assessed via the Cambridge Neuropsychological Test Automated Battery. Caregiving quality of foster caregivers was observed at 42 months. FCG predicted better social skills at 8 years, which in turn predicted better EF in adolescence. Higher caregiver quality in foster care at 42 months predicted better social skills at 8 and 12 years, and better EF at 12 years, which in turn predicted 16‐year EF and social skills. These findings suggest that interventions targeting caregiving quality within foster care home environments may have long‐lasting positive effects on children's social skills and EF. Abstract : This study examined the effects of a high‐quality foster care intervention and caregiving quality following early institutional caregiving on the bidirectional development of children's social skills and executive functions from childhood to adolescence. Foster care intervention predicted better social skills at 8 years, which in turn predicted better executive functions in adolescence. Higher caregiver quality in foster care at 42 months predicted better social skills at 8 and 12 years, and better executive functions at 12 years, which in turn predicted 16‐year EF and social skills. Interventions targeting caregiving quality within foster care home environments may have long‐lasting positive effects on children's social and cognitive skills.