Re-imagining language, culture, and family in foster care

Abstract

Nearly half a million children in the United States are currently being served by the foster care system. Infants and toddlers represent the largest single group entering foster care. While these very young children are at the greatest peril for physical, mental health, and developmental issues and tend to spend the longest time in the foster care system, little research has been done to explore their experiences and developmental outcomes. In the family described here, birth family members and foster family members of multiple generations partner with Early Intervention services to support a toddler living within the foster care system.

Keywords:

• foster care
• disabilities
• early intervention
• early childhood education
• bilingual education
• multiculturalism

Notes on contributor

Victoria I. Puig is assistant professor in the Department of Early Childhood, Elementary, and Literacy Education at Montclair State University. Dr Puig has worked in the field as a bilingual preschool special educator, early interventionist, and Early Head Start Coordinator. Her research interests include cultural and linguistic diversity, partnering with families of young children with disabilities, and mentoring new teachers.