Language delays among foster children: implications for policy and practice.

摘要: This article highlights the centrality of language in early childhood development and potential for delays to negatively affect long-term outcomes educational social domains. Given high rate foster care population, an emphasis should be placed on assessing skills among children ages 6 younger entering care. The authors describe several existing approaches discuss obstacles widespread implementation systematic evaluation children. Finally, need research programming establish evidence-based practices that encourage remediation this highly vulnerable population.