Early Elementary School Adjustment of Maltreated Children in Foster Care: The Roles of Inhibitory Control and Caregiver Involvement

Autor/inn/en	Pears, Katherine C.; Fisher, Philip A.; Bruce, Jacqueline; Kim, Hyoun K.; Yoerger, Karen
Titel	Early Elementary School Adjustment of Maltreated Children in Foster Care: The Roles of Inhibitory Control and Caregiver Involvement
Quelle	In: Child Development, 81 (2010) 5, S.1550-1564 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01491.x
Schlagwörter	Emotional Intelligence; School Readiness; Placement; Caregivers; Student Adjustment; Kindergarten; Grade 1; Foster Care; Child Abuse; Role; Inhibition; Correlation; Academic Ability; Social Development; Emotional Development; Intervention; Preschool Children + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Readiness for school; School ability; Schulreife; Betriebspraktikum; Praktikum; Caregiver; Carer; Betreuungsperson; Pfleger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 01; 1. Schuljahr; Schuljahr 01; Pflegehilfe; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Rollen; Hemmung; Korrelation; Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	In this study, 85 maltreated foster children and 56 nonmaltreated community children (M age = 3-6 years) were assessed across kindergarten and first grade to examine the hypothesis that inhibitory control and caregiver involvement mediate associations between a history of maltreatment and foster placement and early school adjustment. Specifically, academic and social-emotional competence were evaluated. The maltreated foster children performed more poorly in academic and social-emotional competence. Inhibitory control fully mediated the association of maltreatment and foster placement with academic competence, whereas inhibitory control and caregiver involvement mediated their association with social-emotional competence. The results suggest that inhibitory control and caregiver involvement might be promising targets for school readiness interventions for foster preschoolers. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10