Abstract
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.
Highlights
There is a large body of research evidence demonstrating education is one of the keys to society’s progression [1]
Of all the difficulties that twins with birth weight discordance (BWD) may present—and which must be addressed in early schooling, this study focuses on some that relate to cognitive development
We find that we are unaware of empirical studies by other authors that have jointly addressed the following: (1) the logic and interference suppression in children, which are essential for cognitive development and adjustment to schooling and learning; (2) the increase in twin children with BWD and their greater probability of being disadvantaged in cognitive skills; and (3) the importance of carrying out early evaluations that allow for educational interventions which respond to children’s needs, and which have the purpose of strengthening their short, medium, and long-term development
Summary
There is a large body of research evidence demonstrating education is one of the keys to society’s progression [1]. In line with scientific literature, it is about ensuring an education that guarantee the access, permanence, learning, and participation of every student, recognizing their diversity, and favoring a pedagogical work that offers the supports more pertinent to their identities, abilities, needs, and real motivation to enhance their progress [3,4,5]. This highlights that one of the actions needed in relation to equal and inclusive education is the strengthening of intervention and of early schooling (0–3 years)
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