title: Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care.
abstract: This study examines the associations between parental book reading and social-emotional outcomes for Head Start children in foster care. Despite no main Head Start impact on parental book reading, subgroup effects were found. Foster parents in Head Start provided more book reading for children with disabilities but less for children with low preacademic scores. Head Start enhanced social-emotional outcomes for children in foster care. The positive impacts of Head Start on children's social-emotional outcomes were greater when parents read books frequently. Head Start should include more foster families and provided parenting skills to enhance social-emotional outcomes for children in foster care.
authors.affiliation: a School of Social Work, Michigan State University , East Lansing , Michigan , USA.
authors.forename: Kyunghee
authors.initials: K
authors.lastname: Lee
authors.affiliation: b School of Social Work, University of New South Wales , Sydney , Australia.
authors.forename: Jung-Sook
authors.initials: JS
authors.lastname: Lee
mesh_terms: D000328:Adult; D001877:Books; D002675:Child, Preschool; D018479:Early Intervention, Educational; D056348:Emotional Intelligence; D005260:Female; D005581:Foster Home Care; D006801:Humans; D007398:Interpersonal Relations; D016015:Logistic Models; D008297:Male; D008875:Middle Aged; D016487:Parenting; D011932:Reading; D011795:Surveys and Questionnaires; D055815:Young Adult
keywords: Head Start impact; foster care; parental book reading; social-emotion