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This study examined the long-term effects of the Head Start early childhood program on foster children's developmental outcomes from ages 3–4 to 8–9.
This chapter from 'Addressing Multicultural Needs in School Guidance and Counseling' focuses on the psychological and social issues that orphans and other vulnerable children experience when their parents are no longer alive.
The current study uses data from a longitudinal randomized controlled trial to examine whether severe early neglect among children reared in institutions increases vulnerability to the effects of later stressful life events on externalizing problems in adolescence, and whether social enrichment in the form of high-quality foster care buffers this risk.
To investigate the early language development of children raised in institutional settings in the Russian Federation, the authors of this study compared a group of children in institutional care to their age‐matched peers raised in biological families, who have never been institutionalized using the Russian version of the CDI.
This article reviews the effects on children and youth of parent–child separation due to several of the most common reasons that are responsible for the growth in this family circumstance worldwide.
The first aim of this study was to investigate foster children’s social-emotional functioning (externalizing, internalizing and total problem behavior) reported by female and male caregivers, as well as by teachers, at 8 years of age, as compared with a non-foster group. The second aim was to investigate the predictive power of internalizing and externalizing behavior from age 2 and 3 years.
This Chapter explores learning opportunities and challenges confronting primary school children in care.
This study extends research on the effects of institutionalization—by examining the trajectories of cognitive, language and motor development of 64 Portuguese infants and toddlers across the first six months of institutionalization, while determining whether pre-institutional adversities and the stability and consistency of institutional care predict children’s development.
This Chapter from Education in Out-of-Home Care illustrates that increased resourcing is needed to facilitate the achievement of improved education outcomes for Australian primary school children in out-of-home care (OHC).
The objective of this study was to examine associations between being the subject of child protection reports in early childhood and diagnoses of mental disorders during middle childhood, by level of service response.