{"id":11614,"date":"2014-08-21T19:15:10","date_gmt":"2014-08-22T02:15:10","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/promoting-school-readiness-in-foster-children\/"},"modified":"2014-08-21T19:15:10","modified_gmt":"2014-08-22T02:15:10","slug":"promoting-school-readiness-in-foster-children","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/promoting-school-readiness-in-foster-children\/","title":{"rendered":"Promoting school readiness in foster children"},"content":{"rendered":"<p>Foster children are at great risk for poor school outcomes. Given their experiences of early stress and maltreatment, these children might have particular vulnerabilities that decrease the likelihood of a successful transition to elementary school. They are likely to have difficulties with self-regulation, which may interfere with their abilities to relate to peers, to maintain focused attention, to follow directions, and to acquire academic skills. Foster children might also be at a disadvantage in terms of caregiver involvement in school, an important predictor of early school success. This chapter reviews a number of preventive intervention programs designed for at-risk children and one targeted at foster children in particular. The success of these programs at preparing children for school and the long-terms benefits of such programs suggest that interventions targeting school readiness specifically in foster children may be a way to deflect these children from trajectories of school failure.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_analysis_target_kw":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[137,640,644,109],"research_type":[],"class_list":["post-11614","publication","type-publication","status-publish","hentry","publication_keyword-foster-children","publication_keyword-school-entry","publication_keyword-school-failure","publication_keyword-school-readiness"],"acf":{"citation":"Pears, K. C., Fisher, P. A., Heywood, C. V., & Bronz, K. D. (2007). Promoting school readiness in foster children. In B. Spodek & O. Saracho (Eds.), <i>Contemporary perspectives on social development and social learning in early childhood education<\/i> (pp. 173-198). Greenwich, CT: Information Age Publishing.","publication_year":"2007","scientists":[11016,11000]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/11614","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11000"},{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11016"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=11614"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=11614"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=11614"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}