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

• Autores: Katherine C. Pears, Philip A. Fisher, Jacqueline Bruce, Hyoun K. Kim, Karen Yoerger
• Localización: Child development, ISSN 0009-3920, Vol. 81, Nº. 5, 2010, págs. 1550-1564
• Idioma: inglés
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• Resumen

  • 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.