Head of Group:
Current PhD Students:
Former PhD Students:
Dr Nao Fujita
Dr Alex Marks
Dr Gabriela Roman
The 'Toddlers Up' Project
In this study (funded by an initial grant from the Health Foundation and three subsequent grants from the ESRC), we have been collecting detailed observations and assessments of a socially diverse group of children recruited at age 2, who have now been followed for almost 10 years. Originally, this study was designed as a prequel to an earlier study of ‘hard to manage’ pre-schoolers that Claire Hughes had conducted in London (together with Judy Dunn) at the Institute of Psychiatry. In this prior study, the ‘hard to manage’ group presented a myriad of problems - in their cognitive skills, in their interactions with peers and in their relationships at home. One goal for the Toddlers Up study was therefore to address the problem of ‘chicken and egg’ by recruiting children at an earlier age, and examining early predictive relationships between children’s family interactions and their performance on tests of theory of mind and executive function. A second goal was to assess whether performance on these tasks could predict how well children get along with peers at school. More recently, we have been combining these two questions to examine family and cognitive predictors of adjustment in pre-teens.
So far, the Toddlers Up study has led to the publication of 17 journal articles, several chapters and a book titled Social Understanding, Social Lives (Hughes, 2011), which won the 2013 British Psychological Society Book Prize - Academic Monograph.
Publications from the Toddlers Up study - organised by general topic:
Family influences on children’s cognitive and social development
Ensor, R., & Hughes, C. (2008). Content or connectedness? Mother-child talk and early social understanding, Child Development, 79, 201-216.
Ensor, R., & Hughes, C. (2010). With a Little Help from My Friends: Maternal Social Support, via Parenting, Promotes Willingness to Share in Preschoolers Born to Young Mothers. Infant and Child Development. 19, 127–141.
Ensor, R., Marks, A., & Hughes, C. (2010). Trajectories of antisocial behaviour towards siblings predict antisocial behaviour towards peers. Journal of Child Psychology & Psychiatry & Allied Disciplines, 51, 1208-1216.
Ensor, R., Roman, G., & Hughes, C., (2012) Mothers’ Depressive Symptoms and Low Mother-Toddler Mutuality Both Predict Children’s Maladjustment. Infant and Child Development, 21, 52-66.
Ensor, R., Devine, R.T. & Hughes, C. (in press). Does early exposure to maternal mental state talk predict theory of mind at ages 6 and 10?. To appear in Child Development.
Hughes, C. & Ensor, R. (2007). Positive and Protective: Positive and Protective: Effects of Early Theory of Mind on Preschool Problem Behaviours. Journal of Child Psychology & Psychiatry, 4, 1025-1032.
Hughes, C. & Ensor, R. (2009). How do families help or hinder the emergence of early executive function. New directions for Child and Adolescent Development. Special Issue on Social Interaction and the Development of Executive Function, 123, 35-50.
Hughes, C., Roman, G., Hart, M.J & Ensor, R. (2013). Does Maternal Depression Predict Young Children’s Executive Function? A 4-year Longitudinal Study. Journal of Child Psychology & Psychiatry, 169-177.
Hughes, C., Ensor, R.,& White, N. (in press). How Does Talk about Thoughts, Desires, and Feelings Foster Children's Socio-Cognitive Development? Mediators, Moderators and Implications for Intervention. To appear in K. Lagattuta (Ed.), Children and emotion. New insights into developmental affective science (pp. 95-105). Basel: Karger.
White, N., Ensor, R., Marks, A., Jacobs, L. & Hughes, C. (2013). “It’s Mine!” Does Sharing With Siblings at Age 3 Predict Sharing With Siblings, Friends and Unfamiliar Peers at Age 6?. To appear in Early Education and Development.
Developmental changes in children’s socio-cognitive skills and social consequences
Ensor, R., Spencer, D., & Hughes, C. (2011). 'You feel sad?' Emotion Understanding Mediates Predictors of Prosocial Behaviour: Findings from 2-to 4-years. Social Development. 20, pp. 93-110.
Ensor, R., Hart, M., Jacobs, L., Hughes, C. (2011). Gender differences in children's problem behaviours in competitive play with friends British Journal of Developmental Psychology, 29, pp. 176-187.
Hughes, C. & Ensor, R. (2007). Executive Function and Theory of Mind: Predictive Relations from Ages 2- to 4-years. Developmental Psychology, 43, 1447-1459.
Hughes, C. & Ensor, R (2008) Does Executive Function Matter for Preschoolers’ Problem Behaviors? Journal of Abnormal Child Psychology, 3, 1-14.
Hughes, C., Ensor, R., Wilson, A., & Graham, A. (2010). Tracking Executive Function Across the Transition to School: A Latent Variable Approach. Developmental Neuropsychology, 35, 20-36.
Hughes, C., Marks, A., Ensor, R. & Lecce, S. (2010). A Longitudinal Study of Conflict and Inner State Talk in Children’s Conversations with Mothers and with Younger Siblings. Social Development, 19, 822-837.
Hughes, C., & Ensor, R. (2011). Individual Differences in Growth in Executive Function Across the Transition to School Predict Externalizing and Internalizing Behaviors and Children's Self-Perceived Academic Success at Age 6. Journal of Experimental Child Psychology (special issue on Executive Functions).108, 663-676
Hughes, C. Marks, A., & Ensor, R. (2011). Individual differences in false-belief understanding are stable from ages 3 to 6 and predict children's mental state talk with friends. Journal of Experimental Child Psychology. 108, 96-112.
The 'In Mind' Project
This is a new international project that Prof. Claire Hughes and Dr Rory Devine are conducting in collaboration with Dr Zhenlin Wang and other researchers at the Institute of Education, Hong Kong. It is funded by the ESRC, the Hong Kong Research Council and the University of Cambridge Isaac Newton Trust. The main aim of the study is to find out whether the delay that previous studies have reported in Hong Kong pre-schoolers’ understanding of mind (e.g. Liu et al. 2008) is also evident among school-aged children, or in pre-schoolers given non-verbal tasks. A related aim is to examine how within-group variation in performance on tests of theory of mind and executive function is related to variation in parent-child interactions, recorded during lab-based play sessions in each country. The UK team for the In Mind project includes Prof. Claire Hughes, Dr Rory Devine and Ms Annabel Amodia-Bidakowska.
Relevant team publications:
Devine, R.T., & Hughes, C. (under review): Theory of Mind and Executive Function: A Meta-analysis.
Hughes, C., Devine, R.T., Ensor, R., Koyasu, M., Mizokawa, A. & Lecce, S. (under review) Lost in Translation? Comparing British, Japanese and Italian Children’s Theory-of-Mind Performance.
Lecce, S., & Hughes, C. (2010). ‘The Italian job?’: Comparing theory of mind performance in British and Italian children. British Journal of Developmental Psychology, 28, 747-766.
The 'Ready Steady Go' Project
This project was commissioned in January 2012 by Frank Field MP and has been funded by the Westminster Foundation and, more recently, the Birkenhead Early Years Foundation Trust (Director, Zoe Munby). The main aim is to develop a simple but reliable questionnaire for teachers to assess how well children are making the transition to school. This questionnaire, the Starting School Survey (or 'Triple S') has been developed for reception children but is currently being used with nursery children. Our next step is to develop a similar instrument - the Index of Toddler Life Chances (I-TLC) for use by health professionals (e.g. health visitors) working with 2-year-olds. Currently, the team for Ready Steady Go 2013 includes Prof. Claire Hughes, Dr Rory Devine, Ms Naomi White and Ms Sarah Foley.
The 'Pets and Positive Relationships' Project
This project is dovetailed with the Toddlers Up project and is funded by the Isaac Newton Trust. There have been many claims made for the benefits of pets (or, more properly, ‘companion animals’) for children’s social development, but few of these claims have been properly tested. By integrating this project with the Toddlers Up study we have been able to avoid the problem of selection effects (in that the sample have been taking part in the Toddlers Up project much longer than our interest in the animals in their homes). By asking questions about pets as part of the Life History Interview, we hope to get a rich and accurate picture of the importance of pets for this sample. By gathering information from mothers, study children and siblings, we are also able to examine whether different family members have different views on the role of pets within the family. The team for this project includes Prof Claire Hughes, Ms Sarah Foley and Dr Sandra McCune of the Waltham Trust.