Socio‐Emotional Development in Young Children With Cerebral Palsy: A Scoping Review.
Background: Cerebral palsy (CP) is the most common physical disability in childhood, yet research on the socio‐emotional development of young children with or at high risk of CP remains limited. The aim of the study is to describe how socio‐emotional development has been investigated in young childr...
| Published in: | Child: Care, Health & Development Vol. 51; no. 4; pp. 1 - 18 |
|---|---|
| Main Authors: | , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jul2025
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=187022027&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187022027 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03051862 6NX jtl: Child: Care, Health & Development issn: 03051862 maglogo: Y pubinfo: dt: Jul2025 vid: 51 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 187022027 187022027 187022027 10.1111/cch.70130 187022027 ppf: 1 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Socio‐Emotional Development in Young Children With Cerebral Palsy: A Scoping Review. aug: au: Hansen, Julie Enkebølle Støve, Laura Lærkegård Væver, Mette Skovgaard Røhder, Katrine affil: Centre of Excellence in Early Intervention and Family Studies, Department of Psychology, University of Copenhagen, Copenhagen, Denmark sug: subj: Emotions Evaluation Social Behavior Evaluation Child Development Evaluation Cerebral Palsy Infant Development Evaluation Human Scoping Review Psycinfo PubMed Cerebral Palsy Diagnosis Cerebral Palsy Risk Factors Child, Preschool Child Severity of Illness Parenting Motor Skills Disorders Pathology Language Funding Source Child, Preschool: 2-5 years Child: 6-12 years ab: Background: Cerebral palsy (CP) is the most common physical disability in childhood, yet research on the socio‐emotional development of young children with or at high risk of CP remains limited. The aim of the study is to describe how socio‐emotional development has been investigated in young children diagnosed with or at high risk of CP and identify knowledge gaps and areas for future research. Methods: A scoping review based on a systematic search of PsycInfo, PubMed and Web of Science including studies on children aged 0–6:11 years diagnosed with or at high risk of CP, examining socio‐emotional development. No restrictions on publication year or language were applied. Data were extracted following PRISMA guidelines for scoping reviews. Results: Twenty‐five studies, representing 1914 toddlers and preschool children, were included. No studies exclusively examined infants. Most studies were cross‐sectional (68%) and used parent‐reported data (76%). The most commonly investigated areas of socio‐emotional development were expressing negative emotionality, engagement in peer relationships and exploratory behaviour. Less optimal socio‐emotional development was frequently reported, with prevalence estimates ranging from 14% to 65%. Socio‐emotional difficulties were associated with severity of child motor disability, child delayed language abilities and parenting difficulties. Conclusion: This review identifies conceptual and methodological limitations in studies of socio‐emotional development in young children with CP. Future research should include infants from a diverse range of geographical and cultural contexts, utilize observational or multi‐informant methods, investigate positive emotionality and parent–child relationships and adopt longitudinal designs to better capture if and how CP may impact socio‐emotional development in early childhood. Summary: Socio‐emotional difficulties among young children with CP are commonly reported, with a wide range of prevalence rates found.The majority of existing studies are cross‐sectional, rely on parent‐reported information and are conducted among toddlers and preschool children living in Western high‐income countries.Conceptually, studies focus on negative emotionality, difficulties in peer relationships and exploratory behaviour, with fewer studies investigating positive emotionality and parent–child relationships.Risk factors for socio‐emotional development include child motor disability, child communication delays and parenting difficulties.Future studies should include more geographically and culturally diverse populations, be longitudinal and include observational and multi‐informant methodology (including child‐reported information). pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|