Journal of Child Psychology and PsychiatryVolume 16, Issue 1 p. 61-73 THE EFFECT OF EARLY INSTITUTIONAL REARING ON THE BEHAVIOUR PROBLEMS AND AFFECTIONAL RELATIONSHIPS OF FOUR-YEAR-OLD CHILDREN Barbara Tizard, Barbara Tizard Thomas Coram Research Unit, 41 Brunswick Square, London WC1N 1AZSearch for more papers by this authorJudith Rees, Judith Rees Thomas Coram Research Unit, 41 Brunswick Square, London WC1N 1AZSearch for more papers by this author Barbara Tizard, Barbara Tizard Thomas Coram Research Unit, 41 Brunswick Square, London WC1N 1AZSearch for more papers by this authorJudith Rees, Judith Rees Thomas Coram Research Unit, 41 Brunswick Square, London WC1N 1AZSearch for more papers by this author First published: January 1975 https://doi.org/10.1111/j.1469-7610.1975.tb01872.xCitations: 224AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume16, Issue1January 1975Pages 61-73 RelatedInformation

TIZARD, BARBARA, and REEs, JUDITH. A Comparison of the Effects of Adoption, Restoration to the Natural Mother, and Continued Institutionalization on the Cognitive Development of FourYear-Old Children. CHILD DEVELOPMENT, 1974, 45, 92-99. 65 children aged 41 years who had spent their first 2-4 years in institutions were tested, and an assessment was made of their behavior in the test situation. 24 of the children had been adopted and 15 restored to their natural mothers at a mean age of 3 years; the remaining 26 were still in institutions. The mean WIPPSI IQs of all groups were at least average; the adopted children had significantly higher IQs, were initially more friendly, and were less restless and distractible than the other children. The findings are discussed in relation to the concept of institutional deprivation.