THE ROLE OF FAMILY INSTABILITY AND ITS EFFECTS ON THE CHILD'S COGNITIVE AREA/DEVELOPMENTAL AREA: CHILD AND LANGUAGE

Authors

  • Koti Katerina PhD, External Partner of University of West Attica, Department of Early Childhood Education and Care, Greece

DOI:

https://doi.org/10.46827/ejes.v9i12.4594

Keywords:

school readiness, preschool education, family–neighborhood characteristics

Abstract

In the present study, the first and strongest environmental impact on children's developmental effects is presented, which comes from the family context, where children live and are active in the first years of life. In more detail, we focused on the detailed analysis of specific characteristics of parents, such as their socio-economic and educational level, family structure, age, and citizenship of the parents, as well as whether or not they have attended a family support program, characteristics that contribute in the formation of an appropriate or non-family environment and considered by the scientific community to be able to influence the level of a child's cognitive development, and in particular "oral speech", "reading" and "scripture and written expression".

 

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Author Biography

  • Koti Katerina, PhD, External Partner of University of West Attica, Department of Early Childhood Education and Care, Greece

    Koti Katerina (PhD), Post-doctoral Candidate, External Collaborator and academic fellow of University of West Attica, Department of Early Childhood Education and Care, Greece. Koti Katerina has been appointed as a preschool educator since 1996 and has worked as head and supervisor in several childcare centers, as well in the management – leadership of childcare centers of the municipality of Kifissia (Athens). In parallel with her basic job, she is employed, on a regular basis, as an external collaborator and academic fellow of University of West Attika since 2014 until today, but also on academic year 2007-2008. She is also steadily employed, as a certified adult educator in vocational training institutes (I.E.K.: in Greek), concerning the scientist field of preschool education, since 2015 until today and for the academic year 1998-1999. She holds one more undergraduate degree from the Open University of Cyprus (2014). She has two master degrees in Educational Studies (University of Aegean: 2006 / National & Kapodistrian University if Athens – EKPA: 2011). She completed her PhD in Educational Studies (Early Childhood Education Department, University of Crete, Greece, June, 2022), and now she is a Post-doctoral candidate in Educational Studies (Early Childhood Education and Care, University of West Attica, Greece). Her research interests focus on Early Childhood Pedagogy and Continuity in Education and has started to publish in refereed Greek and International Journals and Conferences.

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Published

2022-12-15

Issue

Vol. 9 No. 12 (2022)

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