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Autor/inPuig, Victoria I.
TitelRe-Imagining Language, Culture, and Family in Foster Care
QuelleIn: Early Child Development and Care, 183 (2013) 11, S.1625-1645 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0300-4430
DOI10.1080/03004430.2012.744987
SchlagwörterFoster Care; Child Development; Infants; Toddlers; Early Intervention; Child Welfare; Birth; Family Involvement; Cooperation; Case Studies; Bilingual Education; Questionnaires; Semi Structured Interviews; Preschool Children; Preschool Teachers; Early Childhood Education; Females; Disabilities; Family Relationship; English (Second Language); Second Language Learning; Spanish; Language Acquisition; Cultural Differences; Qualitative Research; New York
AbstractNearly half a million children in the United States are currently being served by the foster care system. Infants and toddlers represent the largest single group entering foster care. While these very young children are at the greatest peril for physical, mental health, and developmental issues and tend to spend the longest time in the foster care system, little research has been done to explore their experiences and developmental outcomes. In the family described here, birth family members and foster family members of multiple generations partner with Early Intervention services to support a toddler living within the foster care system. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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