Role of Institutionalization in Interoception, Emotion Regulation, and Prosocial Behavior in Preschool Children

Background/Objectives: Although early institutionalization has been linked to socioemotional difficulties, its relationship with interoception in early childhood remains unclear. This study examined differences in interoception, emotion regulation, and prosocial behavior between institutionalized preschool children (IPC) and noninstitutionalized preschool children (NIPC) and explored the associations among these domains. Methods: In total, 51 children aged 4–6 years (26 IPC, 25 NIPC) participated in this study. Interoceptive accuracy (IAc) was assessed using an adapted Jumping Jack Paradigm that combined subjective reports and objective heart rate measures. Interoceptive sensitivity was evaluated using the iBEAT task based on gaze duration toward synchronous and asynchronous stimuli. Cooperation was measured using a joint fishing task, and emotion regulation was assessed using a delayed gratification task and the Early Emotion Regulation Behavior Questionnaire. Group differences were analyzed using one-way analysis of variance. Regression analyses were performed to explore the associations among variables. Results: Both groups had IAc values close to zero, indicating overall correspondence between subjective and objective signals. However, IPC showed more negative values, indicating underestimation, whereas NIPC showed more positive values, indicating overestimation. No significant differences in interoceptive sensitivity were found, and no evidence of discrimination between synchronous and asynchronous stimuli emerged. Compared with the IPC, the NIPC exhibited greater cooperation. No group differences were found in inhibitory control, although differences were observed in specific emotion regulation strategies. Regression analyses indicated that institutionalization and interoceptive sensitivity predicted IAc, whereas emotion regulation strategies and synchronous preference predicted cooperation. Conclusions: The results suggest that early institutionalization may induce changes in interoception, emotion regulation, and cooperation.