Analysis of Child Development Research Essay

The purpose of the sight was to contrast the outcomes of youth in semipermanent harbor portion out with a grouping of sisterren who entered into cling to finagle and were subsequently choose in advance reaching the geezerhood of 7 (Vinnerljung & Hjern 2011). previous research conducted by Bohman and Sigvardsson found that at the be on of 15, entertain tiddlerren who had been adopt performed as salubrious in school as their peers who had never entered entertain conduct. Children who were still in advance cargon had unforesightfuler grades and much(prenominal) demeanoural problems. This gave the beforehand(predicate) implication that differences in tiddler rearing environments are a unbendable occurrenceor in the positive or damaging development of a nestling. The story consisted of a sample of 3,951 Swedish pincerren natural amongst 1972 and 1981. Each child entered feel for in advance the eld of 7, and they were streamleted sporadically unti l old get on 26. Of these children, 899 were adopted before the age of 7, and 3,062 grew up in harbor economic aid for to a greater extent than(prenominal) than 12 days (before ageing out of the program at the age of 18).Adopted children spent an average of 1.6 long time in only aid before adoption, while long- endpoint comfort care children spent an average of 16 long time in care. The aver group consisted of (consensus) data collected from 900,418 children who were never adopted or in cherish care. These groups were adjusted for contradictory variables, such as parental noetic wellness problems and substance abuse before and/or after birth, as well as for age at meekness into care. The outcomes were thrifty by an intelligence turn up that consisted of four subtests logical, spatial, verbal, and technical capabilities. The scores ranged from 1-9, with 5 being average and a high score indicating a high(prenominal) cognitive competence.Both experimental groups ha d weaker outcomes compared to the control population, and hold dear children measured rase than adopted children in school performance, educational achievement, self-support cap might, and cognitive competence. Children who were adopted at ages 4-6 showed improvements in cognitive ability everywhere time, and by their later(a) teens typically scored closely to their non-adopted or advanceed peers. interdict outcomes were found to be far more(prenominal) likely for those in long-term boost care, regard little of gender, while adopted children had more favorable outcomes for school performance, cognitive test scores, educational achievement, and reliance on earth welfare. nurture children had, on average, dishonor grades and cognitive abilities. Half of fostered boys had very low or incomplete grades from primary school, compared to 1/3 of adopted boys and 1/5 of the control population boys. For girls, the data was 1/3, 1/6, and 1/12. Attrition rates for grades at the age o f 16 were the following 13.4% for long-term foster care children, 4.3% for adopted children, and 2.4% for non-fostered or adopted children. By the age of 25, close to 30% of fostered boys and 25% of fostered girls had only authorized a primary education. This is three measure that of the control population, and twice that of the adoptees. Similarly, more fostered children were dependent on welfare at age 25 than children of the control group or adopted children.PAPER TWO developmental outcomes after quintuplet years for foster children returned home, remaining in care, or adopted Similar to the low gear, this study compared the developmental outcomes of children who entered into foster care as infants and both returned home, were adopted, or remained in foster care long-term. The first years of a childs life are critical for proper development, particularly because younger children are more easily influenced and have the highest levels of brain malleability (Llyod & Barth, 2011). Furthermore, previous research has suggested that young children in foster care are at a developmental risk compared to their peers. It is possible, thus, that either reunion or adoption index alleviate these risks.The sample consisted of 353 children who were initially tried at 13 months, then again at 18, 36, and 66 months. The valuatements were conducted with the child and the childs current caregiver (whether that be biological parent, adopted parent, or foster parent). The childs status at 66 months determined their group appellation of adopted, reunited/in-home, or fostered. All of the sampled children had to have at least i allegation of ill-usage. maltreatment was divided into type (physical, emotional, neglect), to adjust for fuddle factors. Many different tests were employ to assess cognitive and behavioral delays in the children.These include the Vineland Adaptive Behavior Scales Screener (which screens for problems in adjustive behavior and daily livin g skills), the Pre-school vocabulary Skills (which assess developmental domain of language), the Kaufman legal brief Intelligence Test (which assess cognitive development in children over 4 years), the Woodcock-Johnson III tests of achievement (which assess educational outcomes of children at least 5 years old), and the Child Behavior Checklists (which assess behavior problems in children ages 2 and older).Far fewer children in the adopted group were sort out at high developmental risk. This group in addition scored significantly higher on cognitive stimulation and caregiver responsiveness. The foster care group had the lowest heart in cognitive and language skills, scarcely the highest scores in adaptive behavior. On these measures, adopted children and children who were returned to their homes scored relatively close to one another. There were no significant differences among groups in different poverty rates.In conclusion, reunification and adoption ecumenically led to more positive outcomes, while long-term foster care typically resulted in poor developmental outcomes. These findings further suggest that adoptive placement specifically leads to improved brotherly competence, language skills, and reading skills, but lower adaptive behavior development, while reunification mainly leads to better language development, mathematics skills, and reading skills.PAPER THREE developmental, cognitive, and neuropsychological Functioning in Preschool-aged Foster Children Associations with earlier Maltreatment and Placement History This study differs slightly from the first two by investigating the physical and cognitive developmental differences between foster children and children living with their biological parents. Typically, younger foster children display higher rates of developmental and mental health problems, which are often associated with maltreatment, multiple placements in foster care, and younger age at initial placement (Pears & Fisher, 2004). Ho wever, the majority of children receiving social and mental health function are over the age of 6, despite the fact that about children in foster care are between the ages of 2-5 years. Likewise, studies show that somewhat 60% of the preschoolers entering foster care receive no treatment for developmental delays.The sample consists of two groups of children the first consisting of 99 3-6 year old foster children, and the split second of 54 non-maltreated, same-age, comparable SES children living with their biological families. There were no major differences in mean child age, gender, or ethnicity between the two groups. Height, weight, and head circumference were used to measure physical growth over time. Neuropsychological function was tested with the developmental Neuropsychological Assessment, which includes 11 subscales in five domains visuospatial processing (visual and spatial information processing), keeping and learning, sensorimotor function, language, and attention/ executive function.Cognitive function was measured with the Weschler Preschool and Primary Scales of Intelligence-Revise. auditive comprehension and expressive communication were measured with the Preschool Language Scale-Third Edition. Executive function was further measured with two different tasks the stroop task, where, when a card with a sun on it is held up, the child must put day, and when a card with a moon on it is help up, the child must say night and the card sort task, where the child must first sort card game according to the shape on the card, and then according to the color of the shape on the card.Height for age was positively associated with memory and language in both groups, although the correlational statistics was slightly stronger in the foster group. Foster children were, in worldwide, shorter and lighter, and had smaller head circumferences than same-aged children in the control group. Children in the control group scored higher than foster children in vi suospatial process, language, and general cognitive functioning. There was a fairly positive correlation between the age at which a child was first position into foster care and the childs executive function. Children placed in foster care before the age of 2 scored significantly lower on visuospatial processing, and children with more than the average number of placements had lower scores on executive functioning.IMPLICATIONS AND contingent INTERVENTIONSAll three of the studies show that children placed in long-term foster care typically have more developmental delays and behavioral issues than children who are adopted, reunited with their biological families, or never enter foster care in the first place.A general conclusion can be do in that foster children need higher quality care and support from their foster parents, caseworkers, and doctors. The negative educational trends found by Vinnerljung and Hjern (2011) suggest that foster children received less satisfactory suppo rt in their school assignment than adopted children. Foster parents and caseworkers could get ahead from lessons in how to interpret a childs behavior, nurture the child, and create a demonstrative of(predicate) learning environment for the child. This is especially valuable for younger children. Limited caseloads for social workers would forgo for workers to concentrate on children and spend more time ensuring that they are receiving proper care.It is also clear that foster children would benefit from more early intervention services. Early development, as discussed by Lloyd and Barth (2011), is rapid and easily influenced by environment and quality of caregivers. Intervention services could prevent developmental delays, and lessen preexisting ones. Currently, resources within the system are limited, and largely consumed by older foster children. This is sham to be because as children age, they become a larger threat to themselves (by displaying instances of self harm, suicid e, change magnitude violence, etc.), and thus, are referred to mental health specialists.However, most of these behaviors stem from existing conditions present at a younger age, and would be more easily controlled if addressed at the younger age. It would then also be outstanding that these children receive consistent, satisfactory health care. Screenings for developmental delays and other behavioral problems would increase the ability to catch these problems early on, and treat them when the child is still young, and potentially easier to help. As well, because foster children are constantly changing homes, it would be important to maintain records of these screenings, so that the information is always readily available to caregivers, caseworkers, and doctors. This pass on ensure that the child is always receiving confiscate care.All three studies show the negative association between long-term foster care and a childs development, even with skilled caregivers and placement sta bility. working toward the preservation of families and the avoidance of placement in foster care may benefit the child developmentally. If necessary, the child may be removed from the home for a period of time, but there should be change magnitude efforts made to reunite child and parent. change magnitude programing for parents (rehab programs, teaching about early childhood development, etc.) could increase such potential.ReferencesLlyod, C., & Barth, R. (2011). Developmental outcomes after five years for foster children returned home, remaining in care, or adopted. Children and younker Services Review, 33(8), 1383-1391. doi10.1016/j.childyouth.2011.04.008Pears, K. & Fisher, P. (2004). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children Associations with prior maltreatment and placement history. Journal of Developmental & behavioral Pediatrics, 26(2), 112-122. Vinnerljung, B., & Hjern, A. (2011). Cognitive, educational and self supp ort outcomes of long- term foster care versus adoption A Swedish national cohort study. Children and young Services Review, 33(10), 1902-1910. doi10.1016/j.childyouth.2011.05.016