Effect of Foster Care on Young Children's Language Learning

被引：71

作者：

Windsor, Jennifer ^{[1
]}

Benigno, Joann P. ^{[2
]}

Wing, Christine A.

Carroll, Patrick J. ^{[3
]}

Koga, Sebastian F. ^{[4
]}

Nelson, Charles A., III ^{[5
,6
]}

Fox, Nathan A. ^{[7
]}

Zeanah, Charles H. ^{[8
]}

机构：

[1] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA

[2] Ohio Univ, Athens, OH 45701 USA

[3] Ohio State Univ, Columbus, OH 43210 USA

[4] Univ Virginia, Charlottesville, VA 22903 USA

[5] Harvard Univ, Sch Med, Cambridge, MA 02138 USA

[6] Childrens Hosp Boston, Boston, MA USA

[7] Univ Maryland, College Pk, MD 20742 USA

[8] Tulane Univ, New Orleans, LA 70118 USA

来源：

CHILD DEVELOPMENT | 2011年 / 82卷 / 04期

关键词：

EARLY INTERVENTION PROJECT; ADOPTION; INSTITUTIONALIZATION; PRIVATION; ADOPTEES; OUTCOMES; BRAIN; CHINA;

D O I：

10.1111/j.1467-8624.2011.01604.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.

引用

页码：1040 / 1046

页数：7

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