Early Caregiver–Child Interaction and Children’s Development

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Early Caregiver–Child Interaction and Children’s Development : Lessons from the St. Petersburg-USA Orphanage Intervention Research Project. / McCall, Robert B.; Groark, Christina J.; Hawk, Brandi N.; Julian, Megan M.; Merz, Emily C.; Rosas, Johana M.; Muhamedrahimov, Rifkat J.; Palmov, Oleg I.; Nikiforova, Natasha V.

In: Clinical Child and Family Psychology Review, Vol. 22, No. 2, 15.06.2019, p. 208-224.

Research output: Contribution to journal › Review article › peer-review

Author

McCall, Robert B. ; Groark, Christina J. ; Hawk, Brandi N. ; Julian, Megan M. ; Merz, Emily C. ; Rosas, Johana M. ; Muhamedrahimov, Rifkat J. ; Palmov, Oleg I. ; Nikiforova, Natasha V. / Early Caregiver–Child Interaction and Children’s Development : Lessons from the St. Petersburg-USA Orphanage Intervention Research Project. In: Clinical Child and Family Psychology Review. 2019 ; Vol. 22, No. 2. pp. 208-224.

BibTeX

@article{77759a34c9d7407cabf9fde5635a7192,

title = "Early Caregiver–Child Interaction and Children{\textquoteright}s Development: Lessons from the St. Petersburg-USA Orphanage Intervention Research Project",

abstract = "We review a series of interrelated studies on the development of children residing in institutions (i.e., orphanages) in the Russian Federation or placed with families in the USA and the Russian Federation. These studies rely on a single population, and many potential parameters that typically vary in the literature are similar across studies. The conceptual focus is on the role of early caregiver–child interactions and environmental factors that influence those interactions in children{\textquoteright}s development. Generally, children residing in institutions that provided minimal caregiver–child interactions displayed delayed physical, cognitive, and social-emotional development. Children and adolescents adopted from such institutions at 18 months of age or older had higher rates of behavioral and executive function problems, even many years after adoption. An intervention that improved the institutional environment by increasing the quality of caregiver–child interactions—without changes in nutrition, medical care, sanitation, and safety—led to substantial increases in the physical, cognitive, and social-emotional development of resident children with and without disabilities. Follow-up studies of children in this intervention who were subsequently placed with USA and Russian families revealed some longer-term benefits of the intervention. Implications are discussed for theoretical understanding of the role of early caregiver–child interactions in development as well as for practice and policy.",

keywords = "Age at placement, Early experience, Orphanage intervention, Post-institutionalized children, Russian orphanage children, INTERNATIONAL ADOPTEES, BEHAVIOR PROBLEMS, METAANALYTIC EVIDENCE, FOLLOW-UP, COGNITIVE-DEVELOPMENT, SOCIAL-EMOTIONAL INTERVENTION, MASSIVE CATCH-UP, EARLY INSTITUTIONAL DEPRIVATION, GROWTH FAILURE, YOUNG-CHILDREN",

author = "McCall, {Robert B.} and Groark, {Christina J.} and Hawk, {Brandi N.} and Julian, {Megan M.} and Merz, {Emily C.} and Rosas, {Johana M.} and Muhamedrahimov, {Rifkat J.} and Palmov, {Oleg I.} and Nikiforova, {Natasha V.}",

year = "2019",

month = jun,

day = "15",

doi = "10.1007/s10567-018-0270-9",

language = "English",

volume = "22",

pages = "208--224",

journal = "Clinical Child and Family Psychology Review",

issn = "1096-4037",

publisher = "Wolters Kluwer",

number = "2",

}

RIS

TY - JOUR

T1 - Early Caregiver–Child Interaction and Children’s Development

T2 - Lessons from the St. Petersburg-USA Orphanage Intervention Research Project

AU - McCall, Robert B.

AU - Groark, Christina J.

AU - Hawk, Brandi N.

AU - Julian, Megan M.

AU - Merz, Emily C.

AU - Rosas, Johana M.

AU - Muhamedrahimov, Rifkat J.

AU - Palmov, Oleg I.

AU - Nikiforova, Natasha V.

PY - 2019/6/15

Y1 - 2019/6/15

N2 - We review a series of interrelated studies on the development of children residing in institutions (i.e., orphanages) in the Russian Federation or placed with families in the USA and the Russian Federation. These studies rely on a single population, and many potential parameters that typically vary in the literature are similar across studies. The conceptual focus is on the role of early caregiver–child interactions and environmental factors that influence those interactions in children’s development. Generally, children residing in institutions that provided minimal caregiver–child interactions displayed delayed physical, cognitive, and social-emotional development. Children and adolescents adopted from such institutions at 18 months of age or older had higher rates of behavioral and executive function problems, even many years after adoption. An intervention that improved the institutional environment by increasing the quality of caregiver–child interactions—without changes in nutrition, medical care, sanitation, and safety—led to substantial increases in the physical, cognitive, and social-emotional development of resident children with and without disabilities. Follow-up studies of children in this intervention who were subsequently placed with USA and Russian families revealed some longer-term benefits of the intervention. Implications are discussed for theoretical understanding of the role of early caregiver–child interactions in development as well as for practice and policy.

AB - We review a series of interrelated studies on the development of children residing in institutions (i.e., orphanages) in the Russian Federation or placed with families in the USA and the Russian Federation. These studies rely on a single population, and many potential parameters that typically vary in the literature are similar across studies. The conceptual focus is on the role of early caregiver–child interactions and environmental factors that influence those interactions in children’s development. Generally, children residing in institutions that provided minimal caregiver–child interactions displayed delayed physical, cognitive, and social-emotional development. Children and adolescents adopted from such institutions at 18 months of age or older had higher rates of behavioral and executive function problems, even many years after adoption. An intervention that improved the institutional environment by increasing the quality of caregiver–child interactions—without changes in nutrition, medical care, sanitation, and safety—led to substantial increases in the physical, cognitive, and social-emotional development of resident children with and without disabilities. Follow-up studies of children in this intervention who were subsequently placed with USA and Russian families revealed some longer-term benefits of the intervention. Implications are discussed for theoretical understanding of the role of early caregiver–child interactions in development as well as for practice and policy.

KW - Age at placement

KW - Early experience

KW - Orphanage intervention

KW - Post-institutionalized children

KW - Russian orphanage children

KW - INTERNATIONAL ADOPTEES

KW - BEHAVIOR PROBLEMS

KW - METAANALYTIC EVIDENCE

KW - FOLLOW-UP

KW - COGNITIVE-DEVELOPMENT

KW - SOCIAL-EMOTIONAL INTERVENTION

KW - MASSIVE CATCH-UP

KW - EARLY INSTITUTIONAL DEPRIVATION

KW - GROWTH FAILURE

KW - YOUNG-CHILDREN

UR - http://www.scopus.com/inward/record.url?scp=85053469906&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/early-caregiverchild-interaction-childrens-development-lessons-st-petersburgusa-orphanage-interventi

U2 - 10.1007/s10567-018-0270-9

DO - 10.1007/s10567-018-0270-9

M3 - Review article

AN - SCOPUS:85053469906

VL - 22

SP - 208

EP - 224

JO - Clinical Child and Family Psychology Review

JF - Clinical Child and Family Psychology Review

SN - 1096-4037

IS - 2

ER -

ID: 37160883