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Security-first thinking and educational practices for young children in foster care in Sweden and England: A think piece

Cameron, C; Höjer, I; Nordenfors, M; Flynn, R; (2020) Security-first thinking and educational practices for young children in foster care in Sweden and England: A think piece. Children and Youth Services Review , 119 , Article 105523. 10.1016/j.childyouth.2020.105523.

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Abstract

While the education of looked after children has attracted considerable policy attention in Europe and North America, and globally the early education of preschool aged children is the subject of substantial investment, the early education of young children in foster care is neglected in both research and policy. This paper is a cross-national think piece to stimulate research and debate about young children in foster care. We present findings from two studies, one in England and one in Sweden, exploring foster carers’ views and practices with young children. We argue that there is a perceived tension, in foster care policy and practice, between education and emotional wellbeing such that young children's attachment relationships and sense of security is privileged over their engagement in educational practices. Attachment relationships are a necessary but insufficient condition for optimal development of fostered children.

Type: Article
Title: Security-first thinking and educational practices for young children in foster care in Sweden and England: A think piece
DOI: 10.1016/j.childyouth.2020.105523
Publisher version: https://doi.org/10.1016/j.childyouth.2020.105523
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Young children, Foster careEducation, Emotional security, Attachment
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10114180
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