The cognitive and language development of young Flemish foster children

Abstract

Foster children often experienced adversities, putting them at risk for problematic outcomes (Dozier & Rutter, 2016). To our knowledge, there is no research regarding the cognitive and language development of young Flemish foster children. In this study, we describe a study conducted longitudinal research over a one year period into the development of 53 young foster children (12–20 months old at T1). The cognitive and language development of the children was measured using the Bayley Scales of Infant and Toddler Development-Third-Edition (Bayley-III-NL). First, scaled scores of the Bayley subscales cognitive functioning, receptive language and expressive language, both at T1 and T2, were compared to the mean norm-scores. Second, the associated variables with the children’s functioning on cognitive and language scales were explored using Multilevel Modelling. For all subscales except receptive language at T2, the results did not significantly differ from the mean normative scores. The scores of the foster children in this study were significantly lower on receptive language at T2. When we looked at individual scores, most children (66%–83%) had scores that did not differ more than one standard deviation from the normative mean. Children in kinship foster care had lower scores in multiple developmental domains. There were also negative associations between both language subscales and insecure attachment behavior. For most subscales, the results did not significantly differ from the mean normative scores, which is promising.