A five-year project by the University of Cambridge studied the cognitive and social development of 140 children between the ages of two and six.
The study focused on second-born children and was designed to include as many young parent and low-income families as possible. The children were studied annually and in different situations: with their families, friends and unacquainted children of the same age, and at school.
The children were assessed on their understanding and use of language, as well as on their planning skills, memory and inhibitory control.
The findings from the study were recently published in Social Understanding and Social Lives by Dr Claire Hughes, who focuses on the influences of children's social understanding to explain why some children lag behind their peers in this regard.
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